Episodic affordances contribute to language comprehension
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract We demonstrate how a particular type of knowledge about objects, their spatial locations and thus how to direct actions toward them, contributes to the comprehension of language about those objects. In four experiments, participants judged if sentences were about normal objects (e.g., “The apple has a stem”) or odd objects (e.g., “The apple has an antenna”). The Normal response key was either on the left of a response box or on the right. The named objects were themselves either on the left or the right of the response box. We demonstrate a compatibility effect in which responding Normal to the side where the object was located was faster than responding Normal to the opposite side. Furthermore, this effect was equally strong for sentences describing states of the objects (as above) and sentences describing actions (e.g., “Touch the apple at the stem”); the compatibility effect was found when the objects were removed; the effect required compatibility between actions, not just spatial locations; and the effect was found in both English and German. The results are discussed in relation to how action systems are used in language comprehension.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it