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There is much evidence that metacognitive judgments, such as people’s predictions of their future memory performance (judgments of learning, JOLs), are inferences based on cues and heuristics. However, relatively little is known about whether and when people integrate multiple cues in one metacognitive judgment or focus on a single cue without integrating further information. The current set of experiments systematically addressed whether and to what degree people integrate multiple extrinsic and intrinsic cues in JOLs. Experiment 1 varied two cues: number of study presentations (1 vs. 2) and font size (18 point vs. 48 point). Results revealed that people integrated both cues in their JOLs. Experiment 2 demonstrated that the two word characteristics concreteness (abstract vs. concrete) and emotionality (neutral vs. emotional) were integrated in JOLs. Experiment 3 showed that people integrated all four cues in their JOLs when manipulated simultaneously. Finally, Experiment 4 confirmed integration of three cues that varied on a continuum rather than in two easily distinguishable levels. These results demonstrate that people have a remarkable capacity to integrate multiple cues in metacognitive judgments. In addition, our findings render an explanation of cue effects on JOLs in terms of demand characteristics implausible.

The nature of abstract and concrete semantics and differences between them have remained a debated issue in psycholinguistic and cognitive studies for decades. Most of the available behavioral and neuroimaging studies reveal distinctions between these two types of semantics, typically associated with a so-called \"concreteness effect.\" Many attempts have been made to explain these differences using various approaches, from purely theoretical linguistic and cognitive frameworks to neuroimaging experiments. In this brief overview, we will try to provide a snapshot of these diverse views and relationships between them and highlight the crucial issues preventing this problem from being solved. We will argue that one potentially beneficial way forward is to identify the neural mechanisms underpinning acquisition of the different types of semantics (e.g., by using neurostimulation techniques to establish causal relationships), which may help explain the distinctions found between the processing of concrete and abstract semantics.

Extensive research has shown that children’s early words are learned through sensorimotor experience. Thus, early-acquired words tend to have more concrete meanings. Abstract word meanings tend to be learned later but less is known about their acquisition. We collected meaning-specific concreteness ratings and examined their relationship with age-of-acquisition data from large-scale vocabulary testing with children in grade 2 to college age. Earlier-acquired meanings were rated as more concrete while later-acquired meanings as more abstract, particularly for words typically considered to be concrete. The results suggest that sensorimotor experiences are important to early-acquired word meanings, and other experiences (e.g., linguistic) are important to later-acquired meanings, consistent with a multi-representational view of lexical semantics.

\"Holding warm feelings toward someone\" and \"giving someone the cold shoulder\" indicate different levels of social proximity. In this article, we show effects of temperature that go beyond these metaphors people live by. In three experiments, warmer conditions, compared with colder conditions, induced (a) greater social proximity, (b) use of more concrete language, and (c) a more relational focus. Different temperature conditions were created by either handing participants warm or cold beverages (Experiment 1) or placing them in comfortable warm or cold ambient conditions (Experiments 2 and 3).These studies corroborate recent findings in the field of grounded cognition revealing that concrete experiences ground abstract concepts with which they are coexperienced. Our studies show a systemic interdependence among language, perception, and social proximity: Environmentally induced conditions shape not only language use, but also the perception and construal of social relationships.

Pollock ( Behavior Research Methods doi:10.3758/s13428-017-0938-y, Pollock, 2018 ) points out that most memory experiments using abstract and concrete words have a potential confound: Raters express more disagreement, on average, about the rating for an abstract word than for a concrete word, as evidenced by the larger standard deviation of the rating (SDR). Therefore, past demonstrations of the concreteness effect could be explained by the disagreement hypothesis: Words that engender disagreement (i.e., have a larger SDR) are more difficult to remember than those that engender agreement (i.e., have a smaller SDR). Three experiments test predictions of the disagreement hypothesis. In Experiment 1 , concreteness (abstract vs. concrete) and SDR size (small vs. large) were factorially manipulated. A concreteness effect was observed for both SDR sizes, but there was no effect of SDR and there were no interactions involving SDR. In Experiment 2 , a concreteness effect was observed despite using abstract words with a small SDR and concrete words with a large SDR, the opposite of what the disagreement hypothesis predicts. Experiment 3 replicated Experiment 2 but with a larger set of stimuli. The results offer no support for the disagreement hypothesis.

While abstraction is one of the best studied topics in psychology, there is little consensus on its relationship to valence and affect. Some studies have found that abstraction is associated with greater positivity, while other studies have led to the opposite conclusion. In this paper we suggest that a substantial part of this inconsistency can be attributed to the polysemy of the term abstraction. To address this problem, we use a framework developed by Iliev and Axelrod (Journal of psycholinguistic research, 46(3):715–729, 2017), who have proposed that abstraction should not be treated as a unitary construct, but should be split instead in at least two components. Concreteness is based on the proportion of sensory information in a concept, while precision is based on the aggregation of information corresponding to the concept’s position in a semantic taxonomy. While both of these components have been used as operationalizations of abstraction, they can have opposite effects on cognitive performance. Using this framework, we hypothesize that when abstraction is defined as a reduction of precision, it will be associated with greater positivity, but when it is defined as lack of concreteness, it will be associated with less positivity. We test these predictions in a novel study and we find empirical support for both hypotheses. These findings advance our understanding of the link between abstraction and valence, and further demonstrate the multi-component structure of abstraction.

Infants engage in an extraordinary amount of learning during their waking hours even though much of their day is consumed by sleep. What role does sleep play in infant learning? Fifteen-month-olds were familiarized with an artificial language 4 hr prior to a lab visit. Learning the language involved relating initial and final words in auditory strings by remembering the exact word dependencies or by remembering an abstract relation between initial and final words. One group napped during the interval between familiarization and test. Another group did not nap. Infants who napped appeared to remember a more abstract relation, one they could apply to stimuli that were similar but not identical to those from familiarization. Infants who did not nap showed a memory effect. Naps appear to promote a qualitative change in memory, one involving greater flexibility in learning.

The unprecedented growth in voice assistants (VAs) provided with artificial intelligence (AI) challenges managers aiming to harness various new technologies to enhance the competitiveness of their products. This article thus investigates how VAs can more effectively improve the user experience by focusing on the attributes of service contexts, matching a utilitarian-dominant (hedonic-dominant) context with concrete (abstract) language in VA–human interactions. Through such matching, VA companies can potentially create a beneficial congruity effect, leading to more favorable evaluations. The results of three studies therefore suggest that users prefer VAs with abstract language in a hedonic-dominant service context, but that VAs with concrete language are more competitive in a utilitarian-dominant service context. Furthermore, the perception of processing fluency mediates this effect. Accordingly, these findings provide a better understanding of AI–human interactions and open a straightforward path for managers or technology providers to enhance users’ continuous usage intention.

Previous research has demonstrated conflicting findings concerning orthographic access in older age. The current study examines whether older adults rely more heavily on stored knowledge while spelling, through testing of word concreteness. Forty-one younger (age 20–29), 41 middle age (age 45–55), and 40 healthy older adults (age 70–80) spelled 60 concrete and 60 abstract Hebrew words from dictation. Coding distinguished between homophonic errors that involved the use of a phonologically plausible letter and non-homophonic errors that could indicate working memory difficulties. All participants spelled more concrete than abstract words correctly, the two younger age groups spelled more words correctly than did the older adults, and there was an interaction between condition and age, with a greater concreteness effect in the oldest group. Additionally, younger adults made more homophonic errors than did older adults, whereas older adults made significantly more non-homophonic errors than the other two groups. We suggest that older adults’ misspellings do not reflect impairment in activating orthographic representations, but difficulties in the execution of spelling. The study provides evidence for an aging-related decreased use of phoneme-to-grapheme conversion rules in spelling (e.g., sub-lexical route), alongside increased reliance on stored orthographic knowledge (e.g., lexical route).

Second language (L2) learners need to acquire large vocabularies to approach native-like proficiency. Many controlled experiments have investigated the factors facilitating and hindering word learning; however, few studies have validated these findings in real-world learning scenarios. We use data from the language learning app Lingvist to explore how L2 word learning is affected by valence (positivity/negativity) and concreteness of target words and their linguistic contexts. We found that valence, but not concreteness, affects learning. Users learned positive and negative words better than neutral ones. Moreover, positive words are learned best in positive contexts and negative words in more negative contexts. Word and context valence effects are strongest on the learner’s second encounter with the target word and diminish across subsequent encounters. These findings provide support for theories of embodied cognition and the lexical quality hypothesis and point to the linguistic factors that make learning words, and by extension languages, faster.