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• W2778355364 abstract "Conceptual Integration in Arithmetic is the Same for Digits and for Words: It’s the Meaning, Stupid! Kristie J. Fisher (kjfisher@u.washington.edu) University of Washington, Department of Psychology Box 351525, Seattle, WA 98195-1525 USA Miriam Bassok (mbassok@u.washington.edu) University of Washington, Department of Psychology Box 351525, Seattle, WA 98195-1525 USA Lee Osterhout (losterho@u.washington.edu) University of Washington, Department of Psychology Box 351525, Seattle, WA 98195-1525 USA Abstract consistency. For example, a sentence that begins with the words “She likes to go to ___” is conceptually constrained to places where an individual could conceivably like to go, such as “the park,” “the theater,” etc. If the sentence continues with a word or string of words that is conceptually incompatible, such as “fork,” “blue,” etc., the reader may have trouble integrating such words with the initial meaning of the sentence. This process of attempting to coordinate the meanings of a particular item, in this case a word, with the meanings of preceding items, in this case a string of other words, is known as conceptual integration. Research on people’s arithmetic knowledge (e.g., 2 + 5 = 7) suggests that it is organized and accessed in a way analogous to other forms of conceptual knowledge (e.g., tulips and daisies are flowers). Evidence for this claim comes in part from research that recorded event-related brain potentials (ERPs) and found that incorrect arithmetic facts evoke a response that is analogous to the “N400” response evoked by semantically incongruous words in sentences. Some researchers debate this conclusion by pointing out various differences between responses to arithmetic and language stimuli as well as differences among the studies on arithmetic. These differences could be due to variations in methodology, properties of the stimuli (digits vs. words), or properties of the semantic networks in question (language vs. arithmetic). To examine these possibilities, we elicited the N400 effect in arithmetic by closely following the ERP methodology used in language research and varying the presentation format of the arithmetic stimuli (12 + 3 = 15 or Twelve plus three equals fifteen). A comparable N400 effect was elicited by incorrect answers in both presentation format conditions. We conclude that the N400 incongruency effect in arithmetic is analogous to that in language. However, the peak of the arithmetic incongruency effect occurred about 100ms earlier than is typically observed in language. We suggest that this onset difference is due to differences in the size and the constraints of the arithmetic and the language networks. Conceptual Integration & ERPs in Language Keywords: arithmetic, conceptual integration, N400, ERP Introduction People excel at comprehending meaning. They posses an extensive store of highly interrelated conceptual knowledge in a variety of domains, and they access this knowledge in a way that fits the context of the situations they encounter. Research on language comprehension has documented the rapid and fluent way in which people coordinate the meanings of words with the meaning of preceding words, sentences, and paragraphs (e.g., Kutas & Hillyard 1980, 1984). Indeed, it is well established that the first words of a sentence begin immediately to constrain its meaning and, consequently, determine what following words could and could not be appropriate for maintaining conceptual The process of conceptual integration in language has been studied extensively using electrophysiology. More specifically, researchers have used the technique of event related brain potentials (ERPs). Kutas and Hillyard (1980, 1984) were the first to use this technique to study conceptual integration in language. They found that, under most conditions, words elicit a negative-going waveform that peaks between 300-500ms after the word is presented. The amplitude of this component is negatively correlated with the semantic congruity between a word and its preceding context—the less congruent it is, the larger the negative-going amplitude of the N400. The difference in the negative-going amplitudes of incongruent and congruent words at this time window is known as the N400 effect 1 . To illustrate, in the sentences “The cat will bake the food” and “The cat will eat the food,” “bake” will produce a much larger negative going waveform than will “eat.” Furthermore, the N400 effect is modulated by the degree of contextual incongruence of the word in question. The incongruent sentence, “He takes milk and sugar in his dog” would elicit an N400 effect of greater magnitude than “He Note that when a word comes at the end of a sentence, often no baseline N400 wave is observed (e.g., Jost, Henninghausen, & Rosler, 2004). However, an “N400 effect” can still occur in that an incongruent word still elicits a large negative wave relative to the correct condition." @default.
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• W2778355364 title "Conceptual Integration in Arithmetic is the Same for Digits and Words: It's the Meaning, Stupid! - eScholarship" @default.
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