BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Talks.cam//talks.cam.ac.uk// X-WR-CALNAME:Talks.cam BEGIN:VEVENT SUMMARY:Learning and processing abstract concepts: The role of emotion and the role of language - Professor Gabriella Vigliocco\, Director\, Languag e and Cognition Laboratory\, UCL DTSTART:20160128T153000Z DTEND:20160128T163000Z UID:TALK63608@talks.cam.ac.uk CONTACT:Deborah McSkimming DESCRIPTION:I will present an overview of our work on the representation a nd learning of abstract concepts and words. It is generally assumed that a bstract concepts are linguistically coded\, in line with imaging evidence of greater engagement of the left perisylvian language network for abstrac t than concrete words. During development\, learning of abstract words (e. g.\, mental states) is also taken to be based primarily on linguistic info rmation (e.g.\, children would learn the meaning of abstract words making inferences from the meaning of co-occurring words). Our behavioural\, imag ing and developmental work\, however\, indicates that this is not the whol e story as emotional associations also play a critical role. In particular \, abstract words tend to be emotionally valenced and therefore engage emo tion networks in their processing. Moreover\, we have found that 6-9 years old children process abstract emotion words better than abstract words wi thout emotional associations (whereas such a difference disappears after 1 0 years of age). Finally\, we have shown that children with specific langu age impairments do not show greater difficulties with abstract words. On t he basis of these findings\, we have argued against views in which abstrac t words and concepts would be solely linguistically coded. I will close th e talk sketching our hybrid model of semantics according to which better s emantic representations develop by integrating experiential (sensory-motor \, affective) and linguistic information. LOCATION:Lecture Theatre\, MRC Cognition and Brain Sciences Unit\, Chaucer Road END:VEVENT END:VCALENDAR