单词(例如,自由)构成了演讲的重要部分。尽管如此,学习它们是复杂的。与具体概念相比,抽象概念收集了更多的异构范例,并且与感觉模式更加分离。最近的观点认为,因为它们的复杂性,其他人对抽象概念的获取和使用至关重要,例如,来解释他们的意思。我们使用结合的行为和热成像范式检验了这一假设。21名意大利儿童(10\\F,平均年龄:6岁)确定声学刺激(具体和抽象单词;非单词)是否是正确的意大利语单词(词汇决定)。具体术语比抽象术语产生更快的反应:第一次,这种效应出现在非常年幼的儿童的响应时间。更关键的是,鼻尖温度的升高越高(即,通常与神经营养反应的副交感神经优势相关)表明,用抽象的概念,孩子们可能会更多地参与社交和认知。
words (e.g., freedom) compose a significant part of speech. Despite this, learning them is complicated. Abstract concepts collect more heterogeneous exemplars and are more detached from sensory modalities than concrete concepts. Recent views propose that, because of their complexity, other people are pivotal for abstract concepts\' acquisition and use, e.g., to explain their meaning. We tested this hypothesis using a combined behavioral and thermal imaging paradigm. Twenty-one Italian children (10\\F, mean age: 6 years) determined whether acoustic stimuli (concrete and abstract words; non-words) were or not correct Italian words (lexical decision). Concrete terms yielded faster responses than abstract ones: for the first time, this effect appears with response times in very young children. More crucially, the higher increase in temperature of the nasal tip (i.e., typically associated with parasympathetic dominance of the neurovegetative response) suggests that, with abstract concepts, children might be more socially and cognitively engaged.