{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/31096"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/31096","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"The Importance of Situational Information for Abstract Concepts","abstract":"Very little is known about how people understand abstract concepts. While a good deal is known about concrete concepts such as chair or apple, concepts that are perceptually elusive, such as idea or freedom, remain a challenge for theories of conceptual knowledge. Past research has explained how these concepts are understood by focusing on how they differ from concrete concepts, suggesting they are primarily understood by their relations to other words. However, recent research recognizes that this is not a comprehensive view of their representation, and that it excludes much of people’s everyday experience. Accordingly, current theories of grounded cognition propose that real-world situational knowledge plays a key role in how people understand abstract concepts. Experiment 1 supports this idea by showing that short scenario descriptions prime abstract concepts in the absence of any word association. In Experiment 2, I grouped concepts according to whether they relate multiple aspects of a situation, or refer to internal states. The former shows significant priming but the latter does not. These experiments demonstrate the importance of situational knowledge for the representation and processing of abstract concepts, including how the relationship between situations and abstract concepts is important to delineating among them.","abstract_html":"Very little is known about how people understand abstract concepts. While a good deal is known about concrete concepts such as chair or apple, concepts that are perceptually elusive, such as idea or freedom, remain a challenge for theories of conceptual knowledge. Past research has explained how these concepts are understood by focusing on how they differ from concrete concepts, suggesting they are primarily understood by their relations to other words. However, recent research recognizes that this is not a comprehensive view of their representation, and that it excludes much of people’s everyday experience. Accordingly, current theories of grounded cognition propose that real-world situational knowledge plays a key role in how people understand abstract concepts. Experiment 1 supports this idea by showing that short scenario descriptions prime abstract concepts in the absence of any word association. In Experiment 2, I grouped concepts according to whether they relate multiple aspects of a situation, or refer to internal states. The former shows significant priming but the latter does not. These experiments demonstrate the importance of situational knowledge for the representation and processing of abstract concepts, including how the relationship between situations and abstract concepts is important to delineating among them.","abstract_has_math":false,"creators":["King, Lisa M"],"institution":"The University of Western Ontario","degree_name":"M Sc","degree_level":null,"degree_discipline":"Neuroscience","degree_department":null,"school":null,"contributors":[],"advisors":["Ken McRae"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-08-14","date_published":"2012-08-14","updated_at":"2026-07-27T21:56:13Z","subjects":["Abstract concepts","Situational information","Semantic knowledge","Conceptual Act Theory"],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/31096","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ken McRae"]},{"key":"dc:creator","label":"Author","values":["King, Lisa M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T18:50:58Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T18:50:58Z"]},{"key":"dc:date.issued","label":"Date","values":["2012-08-14"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Neuroscience"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M Sc"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Abstract concepts","Situational information","Semantic knowledge","Conceptual Act Theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/31096"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["Very little is known about how people understand abstract concepts. While a good deal is known about concrete concepts such as chair or apple, concepts that are perceptually elusive, such as idea or freedom, remain a challenge for theories of conceptual knowledge. Past research has explained how these concepts are understood by focusing on how they differ from concrete concepts, suggesting they are primarily understood by their relations to other words. However, recent research recognizes that this is not a comprehensive view of their representation, and that it excludes much of people’s everyday experience. Accordingly, current theories of grounded cognition propose that real-world situational knowledge plays a key role in how people understand abstract concepts. Experiment 1 supports this idea by showing that short scenario descriptions prime abstract concepts in the absence of any word association. In Experiment 2, I grouped concepts according to whether they relate multiple aspects of a situation, or refer to internal states. The former shows significant priming but the latter does not. These experiments demonstrate the importance of situational knowledge for the representation and processing of abstract concepts, including how the relationship between situations and abstract concepts is important to delineating among them."]},{"key":"dc:title","label":"Title","values":["The Importance of Situational Information for Abstract Concepts"]}]}],"canonical_facts":{"dc:contributor.advisor":["Ken McRae"],"dc:creator":["King, Lisa M"],"dc:date.accessioned":["2025-07-10T18:50:58Z"],"dc:date.available":["2025-07-10T18:50:58Z"],"dc:date.issued":["2012-08-14"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."],"dc:description.abstract":["Very little is known about how people understand abstract concepts. While a good deal is known about concrete concepts such as chair or apple, concepts that are perceptually elusive, such as idea or freedom, remain a challenge for theories of conceptual knowledge. Past research has explained how these concepts are understood by focusing on how they differ from concrete concepts, suggesting they are primarily understood by their relations to other words. However, recent research recognizes that this is not a comprehensive view of their representation, and that it excludes much of people’s everyday experience. Accordingly, current theories of grounded cognition propose that real-world situational knowledge plays a key role in how people understand abstract concepts. Experiment 1 supports this idea by showing that short scenario descriptions prime abstract concepts in the absence of any word association. In Experiment 2, I grouped concepts according to whether they relate multiple aspects of a situation, or refer to internal states. The former shows significant priming but the latter does not. These experiments demonstrate the importance of situational knowledge for the representation and processing of abstract concepts, including how the relationship between situations and abstract concepts is important to delineating among them."],"dc:identifier.uri":["https://hdl.handle.net/20.500.14721/31096"],"dc:language.iso":["en_ca"],"dc:publisher":["The University of Western Ontario"],"dc:subject":["Abstract concepts","Situational information","Semantic knowledge","Conceptual Act Theory"],"dc:title":["The Importance of Situational Information for Abstract Concepts"],"dc:type":["thesis"],"thesis:degree_discipline":["Neuroscience"],"thesis:degree_name":["M Sc"]},"updated_at":"2026-07-27T21:56:13Z"}