Emotion and concreteness effects when learning novel concepts in the native language
The aim of the present study was to test the proposal of Kousta et al. (2011), according to which abstract words are more affectively loaded than concrete words. To this end, we focused on the acquisition of novel concepts by means of an intentional learning experiment in which participants had to learn a set of 40 novel concepts in Spanish (definitions) associated with novel word forms (pseudowords). Concreteness (concrete vs. [...]
Testing pragmatic inferences: The impact of language and culture
Pragmatic inferences are one way to study false memories in real-world [...]
Vertical Mapping of Auditory Loudness: Loud is High, but Quiet is not Always Low
Although the perceptual association between verticality and pitch has been widely [...]
Cognitive entrainment to isochronous rhythms is independent of both sensory modality and top-down attention
The anisochrony of a stimulus sequence was manipulated parametrically to [...]
Wheel running induced by intermittent food schedules
Sixteen naïve male Wistar rats were exposed to intermittent food [...]
