Hostname: page-component-848d4c4894-8bljj Total loading time: 0 Render date: 2024-06-25T21:34:54.907Z Has data issue: false hasContentIssue false
  • English
  • Français

Normative ratings for 536 action-related sentences in Spanish

Published online by Cambridge University Press:  23 November 2018

ANTONIO M. DÍEZ-ÁLAMO Open the ORCID record for ANTONIO M. DÍEZ-ÁLAMO [Opens in a new window] ,
EMILIANO DÍEZ Open the ORCID record for EMILIANO DÍEZ [Opens in a new window] ,
MARÍA ANGELES ALONSO Open the ORCID record for MARÍA ANGELES ALONSO [Opens in a new window]  and
ANGEL FERNANDEZ Open the ORCID record for ANGEL FERNANDEZ [Opens in a new window]
ANTONIO M. DÍEZ-ÁLAMO*
Affiliation:
University of Salamanca–INICO, Spain
EMILIANO DÍEZ
Affiliation:
University of Salamanca–INICO - IUNE, Spain
MARÍA ANGELES ALONSO
Affiliation:
University of La Laguna–IUNE, Spain
ANGEL FERNANDEZ
Affiliation:
University of Salamanca–INICO - IUNE, Spain
*
ADDRESS FOR CORRESPONDENCE Antonio M. Díez-Álamo, Facultad de Psicología, Universidad de Salamanca, Avda. de la Merced 109-131, 37005 Salamanca, Spain. E-mail: antonio_diez_alamo@usal.es
Get access Rights & Permissions [Opens in a new window]

Abstract

Familiarity, emotionality, motor activity, memorability, and vividness of visual imagery ratings, on 7-point scales, were collected for 536 Spanish action-related sentences, including a corpus of 439 phrases originally normed in Swedish, German, and Croatian (Arar & Molander, 1996; Molander & Arar, 1998; Molander, Arar, Mavrinac, & Janig, 1999) and 97 new sentences describing actions usually performed using different body postures and face or hand movements. These norms constitute the only available set of ratings for action sentences in Spanish including those dimensions to date, and they allow for the design of studies aimed at empirically exploring the relationship between action, language, and cognition with well-controlled materials in Spanish-speaking samples of participants.

Keywords

action sentencescognitionenactment effectsratingsSpanish norms
Type
Original Article
Information
Applied Psycholinguistics , Volume 40 , Issue 2 , March 2019 , pp. 535 - 553
Copyright
© Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Arar, L. J., & Molander, B. (1996). Croatian norms for familiarity, emotionality, motor activity, and memorability. Godisnjak Odsjeka za Psihologiju, 4–5, 7–52.Google Scholar
Badinlou, F., Kormi-Nouri, R., Nasab, S. M. H. M., & Knopf, M. (2017). Developmental differences in episodic memory across school ages: Evidence from enacted events performed by self and others. Memory, 25, 84–94. doi:10.1080/09658211.2015.1126607Google Scholar
Banducci, S. E., Daugherty, A. M., Biggan, J. R., Cooke, G. E., Voss, M., Noice, T., … Kramer, A. F. (2017). Active experiencing training improves episodic memory recall in older adults. Frontiers in Aging Neuroscience, 9, 133. doi:10.3389/fnagi.2017.00133Google Scholar
Beato, M. S., Díez, E., Pinho, M. S., & Rodrigues Simões, M. (2006). Adaptación al castellano del Cuestionario de Viveza de Imágenes Visuales—Versión revisada (VVIQRV). Psicothema, 18, 711–716.Google Scholar
Brandt, K. R., Gardiner, J. M., Vargha-Khadem, F., Baddeley, A. D., & Mishkin, M. (2006). Using semantic memory to boost “episodic” recall in a case of developmental amnesia. NeuroReport, 17, 1057–1060. doi:10.1097/01.wnr.0000220134.09221.04Google Scholar
Briñol, P., Petty, R. E., & Wagner, B. (2009). Body posture effects on self-evaluation: A self-validation approach. European Journal of Social Psychology, 39, 1053–1064. doi:10.1002/ejsp.607Google Scholar
Campos, A., Marcos, J. L., & González, M. Á. (2002). Interest value, meaningfulness, and familiarity of words: Relations with other word properties. Perceptual and Motor Skills, 95, 769–774. doi:10.2466/pms.2002.95.3.769Google Scholar
Campos, A., Pérez-Fabello, M. J., & González, M. Á. (2001). Propiedades de las palabras que influyen en su emotividad. Revista de Psicología General y Aplicada, 54, 179–191.Google Scholar
Carroll, M., Mazzoni, G., Andrews, S., & Pocock, P. (1999). Monitoring the future: Object and source memory for real and imagined events. Applied Cognitive Psychology, 13, 373–390. doi:10.1002/(SICI)1099-0720(199908)13:4<373::AID-ACP605>3.0.CO;2-F3.0.CO;2-F>Google Scholar
Cohen, R. L. (1981). On the generality of some memory laws. Scandinavian Journal of Psychology, 22, 267–281. doi:10.1111/j.1467-9450.1981.tb00402.xGoogle Scholar
Cohen, R. L. (1988). Metamemory for words and enacted instructions: Predicting which items will be recalled. Memory & Cognition, 16, 452–460. doi:10.3758/BF03214226Google Scholar
Cohen, R. L., & Bryant, S. (1991). The role of duration in memory and metamemory of enacted instructions (SPTs). Psychological Research, 53, 183–187. doi:10.1007/BF00941385Google Scholar
Cotelli, M., Manenti, R., Brambilla, M., & Borroni, B. (2017). The role of the motor system in action naming in patients with neurodegenerative extrapyramidal syndromes. Cortex. Advance online publication. doi:10.1016/j.cortex.2017.05.011Google Scholar
D’Argembeau, A., Lepper, M., & Van der Linden, M. (2008). Embodiment effects in memory for facial identity and facial expression. Cognition & Emotion, 22, 1198–1208. doi:10.1080/02699930701667776Google Scholar
Dijkstra, K., Kaschak, M. P., & Zwaan, R. A. (2007). Body posture facilitates retrieval of autobiographical memories. Cognition, 102, 139–149. doi:10.1016/j.cognition.2005.12.009Google Scholar
Duclos, S. E., Laird, J. D., Schneider, E., Sexter, M., Stern, L., & Van Lighten, O. (1989). Emotion-specific effects of facial expressions and postures on emotional experience. Journal of Personality and Social Psychology, 57, 100–108.Google Scholar
Eerland, A., Guadalupe, T. M., & Zwaan, R. A. (2011). Leaning to the left makes the Eiffel tower seem smaller: Posture-modulated estimation. Psychological Science, 22, 1511–1514. doi:10.1177/0956797611420731Google Scholar
Engelkamp, J., & Krumnacker, H. (1980). Imaginale und motorische Prozesse beim Behalten verbalen Materials. Zeitschrift Für Experimentelle Und Angewandte Psychologie, 27, 511–533.Google Scholar
Feyereisen, P. (2009). Enactment effects and integration processes in younger and older adults’ memory for actions. Memory, 17, 374–385. doi:10.1080/09658210902731851Google Scholar
Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. New York: Cambridge University Press.Google Scholar
Förster, J., & Strack, F. (1997). Motor actions in retrieval of valenced information: A motor congruence effect. Perceptual and Motor Skills, 85(Suppl.), 1419–1427. doi:10.2466/pms.1997.85.3 f.1419Google Scholar
Freitas, M. C., & Albuquerque, P. B. (2007). Normas de familiaridade, emocionalidade e actividade motora de acções. Laboratório de Psicologia, 5, 33–48.Google Scholar
Gardiner, J. M., Brandt, K. R., Vargha-Khadem, F., Baddeley, A., & Mishkin, M. (2006). Effects of level of processing but not of task enactment on recognition memory in a case of developmental amnesia. Cognitive Neuropsychology, 23, 930–948. doi:10.1080/02643290600588442Google Scholar
Glenberg, A. M. (1997). What memory is for: Creating meaning in the service of action. Behavioral and Brain Sciences, 20, 41–50. doi:10.1017/S0140525X97470012Google Scholar
Glenberg, A. M. (2011). How reading comprehension is embodied and why that matters. International Electronic Journal of Elementary Education, 4, 5–18.Google Scholar
Glenberg, A. M. (2015). Few believe the world is flat: How embodiment is changing the scientific understanding of cognition. Canadian Journal of Experimental Psychology, 69, 165–171. doi:10.1037/cep0000056Google Scholar
Glenberg, A. M., Goldberg, A. B., & Zhu, X. (2011). Improving early reading comprehension using embodied CAI. Instructional Science, 39, 27–39. doi:10.1007/s11251-009-9096-7Google Scholar
Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, 96, 424–436. doi:10.1037/0022-0663.96.3.424Google Scholar
Glenberg, A. M., & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin & Review, 9, 558–565. doi:10.3758/BF03196313Google Scholar
Glenberg, A. M., & Robertson, D. A. (1999). Indexical understanding of instructions. Discourse Processes, 28, 1–26. doi:10.1080/01638539909545067Google Scholar
Glenberg, A. M., & Robertson, D. A. (2000). Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Journal of Memory and Language, 43, 379–401. doi:10.1006/jmla.2000.2714Google Scholar
Hainselin, M., Quinette, P., Juskenaite, A., Desgranges, B., Martinaud, O., de La Sayette, V., … Eustache, F. (2014). Just do it! How performing an action enhances remembering in transient global amnesia. Cortex, 50, 192–199. doi:10.1016/j.cortex.2013.10.007Google Scholar
Hamann, S. (2001). Cognitive and neural mechanisms of emotional memory. Trends in Cognitive Sciences, 5, 394–400. doi:10.1016/S1364-6613(00)01707-1Google Scholar
Havas, D. A., Glenberg, A. M., Gutowski, K. A., Lucarelli, M. J., & Davidson, R. J. (2010). Cosmetic use of botulinum toxin-A affects processing of emotional language. Psychological Science, 21, 895–900. doi:10.1177/0956797610374742Google Scholar
Herrera, E., Rodríguez-Ferreiro, J., & Cuetos, F. (2012). The effect of motion content in action naming by Parkinson’s disease patients. Cortex, 48, 900–904. doi:10.1016/j.cortex.2010.12.007Google Scholar
Hirschfeld, G., Bien, H., de Vries, M., Lüttmann, H., & Schwall, J. (2010). Open-source software to conduct online rating studies. Behavior Research Methods, 42, 542–546. doi:10.3758/BRM.42.2.542Google Scholar
Hutton, S., Sheppard, L., Rusted, J. M., & Ratner, H. H. (1996). Structuring the acquisition and retrieval environment to facilitate learning in individuals with dementia of the Alzheimer type. Memory, 4, 113–130. doi:10.1080/096582196388997Google Scholar
Kaschak, M. P., Connor, C. M., & Dombek, J. L. (2017). Enacted reading comprehension: Using bodily movement to aid the comprehension of abstract text content. PLOS ONE, 12, e0169711. doi:10.1371/journal.pone.0169711Google Scholar
Katsos, N., Cummins, C., Ezeizabarrena, M.-J., Gavarró, A., Kuvač Kraljević, J., Hrzica, G., … Noveck, I. (2016). Cross-linguistic patterns in the acquisition of quantifiers. Proceedings of the National Academy of Sciences, 113, 9244–9249. doi:10.1073/pnas.1601341113Google Scholar
Knopf, M. (1991). Having shaved a kiwi fruit: Memory of unfamiliar subject-performed actions. Psychological Research, 53, 203–211. doi:10.1007/BF00941388Google Scholar
Knopf, M., & Neidhardt, E. (1989). Aging and memory for action events: The role of familiarity. Developmental Psychology, 25, 780–786.Google Scholar
Kousta, S.-T., Vinson, D. P., & Vigliocco, G. (2009). Emotion words, regardless of polarity, have a processing advantage over neutral words. Cognition, 112, 473–481. doi:10.1016/j.cognition.2009.06.007Google Scholar
Kubik, V., Söderlund, H., Nilsson, L.-G., & Jönsson, F. U. (2014). Individual and combined effects of enactment and testing on memory for action phrases. Experimental Psychology, 61, 347–355. doi:10.1027/1618-3169/a000254Google Scholar
Lindner, I., Schain, C., & Echterhoff, G. (2016). Other-self confusions in action memory: The role of motor processes. Cognition, 149, 67–76. doi:10.1016/j.cognition.2016.01.003Google Scholar
Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Southwood, F., Anđelković, D., … Ünal-Logacev, Ö. (2016). Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words? Behavior Research Methods, 48, 1154–1177. doi:10.3758/s13428-015-0636-6Google Scholar
Macedonia, M., & Knösche, T. R. (2011). Body in mind: How gestures empower foreign language learning. Mind, Brain, and Education, 5, 196–211. doi:10.1111/j.1751-228X.2011.01129.xGoogle Scholar
Macedonia, M., & Mueller, K. (2016). Exploring the neural representation of novel words learned through enactment in a word recognition task. Frontiers in Psychology, 7, 953. doi:10.3389/fpsyg.2016.00953Google Scholar
Madan, C. R., & Singhal, A. (2012). Using actions to enhance memory: Effects of enactment, gestures, and exercise on human memory. Frontiers in Psychology, 3, 507. doi:10.3389/fpsyg.2012.00507Google Scholar
Marks, D. F. (1973). Visual imagery differences in the recall of pictures. British Journal of Psychology, 64, 17–24. doi:10.1111/j.2044-8295.1973.tb01322.xGoogle Scholar
Marks, D. F. (1995). New directions for mental imagery research. Journal of Mental Imagery, 19, 153–167.Google Scholar
McKelvie, S. J. (1995). The VVIQ and beyond: Vividness and its measurement. Journal of Mental Imagery, 19, 197–252.Google Scholar
Molander, B., & Arar, L. (1998). Norms for 439 action events: Familiarity, emotionality, motor activity, and memorability. Scandinavian Journal of Psychology, 39, 275–300. doi:10.1111/1467-9450.00087Google Scholar
Molander, B., Arar, L., Mavrinac, R., & Janig, H. (1999). German norms for 439 imagined actions. Review of Psychology, 6, 3–15.Google Scholar
Nilsson, L.-G., Nyberg, L., Nouri, R. K., & Rönnlund, M. (1995). Dissociative effects of elaboration on memory of enacted and non-enacted events: A case of a negative effect. Scandinavian Journal of Psychology, 36, 225–231. doi:10.1111/j.1467-9450.1995.tb00981.xGoogle Scholar
Paivio, A. (1968). A factor-analytic study of word attributes and verbal learning. Journal of Verbal Learning and Verbal Behavior, 7, 41–49. doi:10.1016/S0022-5371(68)80161-6Google Scholar
Peng, J., Li, A., & Zhu, Q. (2018). Motor expertise interacts with physical enactment to enhance action memory. Journal of Sports Sciences, 36, 198–205. doi:10.1080/02640414.2017.1291985Google Scholar
Perry, L. K., Perlman, M., & Lupyan, G. (2015). Iconicity in English and Spanish and its relation to lexical category and age of acquisition. PLOS ONE, 10, e0137147. doi:10.1371/journal.pone.0137147Google Scholar
Proctor, R. W., & Vu, K.-P. L. (1999). Index of norms and ratings published in the Psychonomic Society journals. Behavior Research Methods, Instruments, & Computers, 31, 659–667. doi:10.3758/BF03200742Google Scholar
Riskind, J. H., & Gotay, C. C. (1982). Physical posture: Could it have regulatory or feedback effects on motivation and emotion? Motivation and Emotion, 6, 273–298. doi:10.1007/BF00992249Google Scholar
Rosenbaum, D. A. (2005). The Cinderella of psychology: The neglect of motor control in the science of mental life and behavior. American Psychologist, 60, 308–317. doi:10.1037/0003-066×.60.4.308Google Scholar
Rubin, D. C. (1980). 51 properties of 125 words: A unit analysis of verbal behavior. Journal of Verbal Learning and Verbal Behavior, 19, 736–755. doi:10.1016/S0022-5371(80)90415-6Google Scholar
Rueckl, J. G., Paz-Alonso, P. M., Molfese, P. J., Kuo, W.-J., Bick, A., Frost, S. J., … Frost, R. (2015). Universal brain signature of proficient reading: Evidence from four contrasting languages. Proceedings of the National Academy of Sciences, 112, 15510–15515. doi:10.1073/pnas.1509321112Google Scholar
Saltz, E., & Donnenwerth-Nolan, S. (1981). Does motoric imagery facilitate memory for sentences? A selective interference test. Journal of Verbal Learning and Verbal Behavior, 20, 322–332. doi:10.1016/S0022-5371(81)90472-2Google Scholar
Silva, A. R., Pinho, M. S., Souchay, C., & Moulin, C. J. A. (2015). Evaluating the subject-performed task effect in healthy older adults: Relationship with neuropsychological tests. Socioaffective Neuroscience & Psychology, 5, 24068. doi:10.3402/snp.v5.24068Google Scholar
Stadthagen-González, H., Imbault, C., Pérez Sánchez, M. A., & Brysbaert, M. (2017). Norms of valence and arousal for 14,031 Spanish words. Behavior Research Methods, 49, 111–123. doi:10.3758/s13428-015-0700-2Google Scholar
Talmy, L. (1991). Path to realization: A typology of event conflation. Proceedings of the Seventeenth Annual Meeting of the Berkeley Linguistics Society (pp. 480–519).Google Scholar
Torchiano, M. (2017). effsize: Efficient effect size computation. R package version 0.7.1. Retrieved from https://cran.r-project.org/web/packages/effsize/index.htmlGoogle Scholar
Toumpaniari, K., Loyens, S., Mavilidi, M.-F., & Paas, F. (2015). Preschool children’s foreign language vocabulary learning by embodying words through physical activity and gesturing. Educational Psychology Review, 27, 445–456. doi:10.1007/s10648-015-9316-4Google Scholar
Tulving, E., McNulty, J. A., & Ozier, M. (1965). Vividness of words and learning to learn in free-recall learning. Canadian Journal of Psychology, 19, 242–252. doi:10.1037/h0082906Google Scholar
Umla-Runge, K., Zimmer, H. D., Fu, X., & Wang, L. (2012). An action video clip database rated for familiarity in China and Germany. Behavior Research Methods, 44, 946–953. doi:10.3758/s13428-012-0189-xGoogle Scholar
Vaughan, J. (2004). Editorial: A web-based archive of norms, stimuli, and data. Behavior Research Methods, Instruments, & Computers, 36, 363–370. doi:10.3758/BF03195583Google Scholar
Walker, E., Wong, A., Fialko, S., Restrepo, M. A., & Glenberg, A. M. (2017). EMBRACE: Applying cognitive tutor principles to reading comprehension. In E. André, R. Baker, X. Hu, M. M. T. Rodrigo, & B. du Boulay (Eds.), Artificial intelligence in education. AIED 2017 (pp. 578–581). Cham, Switzerland: Springer International Publishing.Google Scholar
Wammes, J. D., & Fernandes, M. A. (2017). The residual protective effects of enactment. Cognition, 164, 87–101. doi:10.1016/j.cognition.2017.03.015Google Scholar
Warriner, A. B., Kuperman, V., & Brysbaert, M. (2013). Norms of valence, arousal, and dominance for 13,915 English lemmas. Behavior Research Methods, 45, 1191–1207. doi:10.3758/s13428-012-0314-xGoogle Scholar
Supplementary material: PDF

Díez-Álamo et al. supplementary material

Díez-Álamo et al. supplementary material 1

Download Díez-Álamo et al. supplementary material(PDF)
PDF 240.2 KB
Supplementary material: File

Díez-Álamo et al. supplementary material

Díez-Álamo et al. supplementary material 2

Download Díez-Álamo et al. supplementary material(File)
File 100.4 KB