skip to content

Boroditsky, Lera

Works: 15 works in 19 publications in 3 languages and 23 library holdings
Genres: Interviews  Bibliography 
Roles: Author, Thesis advisor
Classifications: Z7204, 016.153
Publication Timeline
Publications about Lera Boroditsky
Publications by Lera Boroditsky
Most widely held works by Lera Boroditsky
7,000 universes : how the language we speak shapes the way we think by Lera Boroditsky( Book )
4 editions published in 2015 in English and held by 4 libraries worldwide
Interview with Lera Boroditsky, March 20, 2013 ( file )
1 edition published in 2013 in English and held by 3 libraries worldwide
Mental representations of abstract domains by Lera Boroditsky( Archival Material )
2 editions published in 2001 in English and held by 2 libraries worldwide
Embodiment and embodied cognition by Stephen Flusberg( file )
in English and held by 2 libraries worldwide
Lenguaje y pensamiento : el idioma que hablamos afecta a nuestra percepción del mundo by Lera Boroditsky( Article )
in Spanish and held by 1 library worldwide
Uncovering the organization of semantic structure with similarity and inductions by Jeremy Jacobo Glick( file )
1 edition published in 2011 in English and held by 1 library worldwide
Can semantic representations be captured by explicit structures? While connectionist models have long presented a challenge to rigidly structured models, recent work using structured probabilistic models have reintroduced such representations. For example, it has been proposed that trees are an appropriate choice of structure for capturing semantic judgments about blank biological properties of animals. In this work, we call this claim into question. We examine three models that have been explored in recent work on semantic cognition, including a structured probabilistic model, a neural network model, and a null model based on the raw covariance matrix. The models are compared to property induction judgments and similarity ratings across several sets of studies. First, we replicate a previous success of the structured model on a two-premise induction over mammals, but show that the connectionist model can also succeed at modeling this task. Second, we demonstrate that the structured model rapidly loses effectiveness when tested on sets of mammals which include cross-tree similarities such as living in water. Third, we examine the influence of question context on induction performance, by asking about diet, habitat, and behavior as well as blank biological properties. Finally, we extend beyond mammals to include birds and fish, gathering a rich set of similarity judgments, and demonstrate that these similarity judgments include systematic structure which no tree could capture. These results confirm that tree structures can serve as a good first-order representation of animal similarities and property induction judgments. However, they also show that these highly structured representations fail to capture subtle, yet important, effects in semantic judgments, specifically those that are not consistent with the tree structure. Other models which do not impose specific inductive biases on their training data, such as connectionist models or the null model, can capture these subtler effects as well
Mental time lines across the world : how do people think about time in Hebrew, Mandarin, and English? by Orly Fuhrman( file )
1 edition published in 2010 in English and held by 1 library worldwide
Across cultures people rely on space to represent time. However, the particular spatial layout created to represent time differs across cultures, and is affected by different sources of culturo-linguistic experience. In the studies described in this dissertation I focus on two such sources of information; reading directionality and spatial metaphors. First, I show that Hebrew and English speakers consistently arrange temporal sequences in a way that is congruent with their writing directionality, left to right for English speakers, and right to left for Hebrew speakers. Moreover, making judgments about earlier and later events with a key orientation that is incongruent with one's writing directionality (e.g, 'right' for earlier events in the English speaking group) creates interference, and produces slower responses. I then compare English and Mandarin speakers, to see whether the way speakers of these languages think about time reflects the way they habitually talk about it. In Mandarin, vertical metaphors of time are used more frequently and systematically than they are in English. Accordingly, the findings suggest that Mandarin speakers are faster to make temporal order judgments when the 'earlier' key is positioned on top of the 'later' key. English speakers do not show that congruency effect. Overall, the findings presented in this work suggest that culturally specific spatial representations are accessed automatically when people think about time, even in non-linguistic tasks, for temporal sequences that are not usually laid out in space in a particular directionality, and even when space is implicit to the task
Remembrances of times east : absolute spatial representations of time in an Australian Aboriginal community by Lera Boroditsky( Book )
1 edition published in 2010 in English and held by 1 library worldwide
Monolingual and bilingual children's integration of multiple cues to understand a speaker's referential intent : the role of experience in cognitive development by Wei Quin Yow( file )
1 edition published in 2010 in English and held by 1 library worldwide
Children growing up in a dual-language environment have to constantly monitor the dynamic communicative context to determine what the speaker is trying to say and how to respond appropriately. Such self-generated efforts to monitor speakers' communicative needs may heighten children's sensitivity to and allow them to make better use of communicative cues to figure out a speaker's referential intent. Chapter 1 of this paper reviews the current models of bilingualism and literature on the impact of growing up bilingual, including benefits to the cognitive and communicative development of children. Chapter 2 presents a series of studies to examine how the experience of growing up bilingual may foster children's ability to integrate multiple cues to understand a speaker's referential intent, and how the experience of a communication breakdown of a bilingual nature may increase children's sensitivity to communicative cues. Overall, results provide evidence that growing up in a bilingual environment facilitates a more sophisticated understanding of the demands in a communicative context and support the hypothesis that children's self-generated efforts to cope with communicative challenges heighten their sensitivity to a speaker's communicative intent and foster their cognitive and linguistic development
How metaphor shapes thought by Paul Henry Thibodeau( file )
1 edition published in 2012 in English and held by 1 library worldwide
The way we talk about complex and abstract ideas is suffused with metaphor. In a series of behavioral experiments and computational simulations, I explore how these metaphors influence the way that we reason about complex issues. I find that even the subtlest instantiation of a metaphor (via a single word) can have a powerful influence on how people attempt to solve social problems like crime and how they gather information to make ''well-informed'' decisions. Interestingly, I find that the influence of the metaphorical framing effect is covert: people do not recognize metaphors as influential in their decisions; instead they point to more ''substantive'' (often numerical) information as the motivation for their problem-solving decision. I also investigate the underlying mechanisms and contextual factors that support and influence how this process unfolds. Metaphors in language appear to instantiate frame-consistent knowledge structures and invite structurally consistent inferences. Far from being mere rhetorical flourishes, metaphors have profound influences on how we conceptualize and act with respect to important societal issues
Bodies, actions, and the structure of experience by Stephen Flusberg( file )
1 edition published in 2012 in English and held by 1 library worldwide
Psychologists have traditionally treated perception and action as separate mental faculties, but an emerging view suggests that we perceive the world in terms of how it affords action, and that there is significant overlap in the cognitive representations supporting perceptual and motor processes. However, there are a number of open questions regarding the scope and breadth of this perspective. I addressed this issue in three series of experiments designed to illuminate how our everyday physical experiences in the environment can influence, organize, and constrain our perceptual and cognitive processes. If perception and action are dynamically linked in experience, do they become dynamically linked in the mind as well? In a first set of studies I asked just how deeply our motor experiences penetrate into our perceptual processes. Can action representations qualitatively affect what objects we see? In Experiments 1-3, participants viewed an action hand prime followed by an ambiguous image, and they were biased to perceive an object that was congruent with (i.e. afforded the same action as) the primed action. In Experiment 4, participants engaged in a real motor action while viewing the ambiguous image. In this case they were biased to perceive an object that was incongruent with the motor action being carried out. This is the first evidence for a qualitative effect of action representation on object perception. The specific pattern of results helps constrain possible underlying mechanisms, strongly suggesting that the same representations support both our ability to perceive and plan an action towards an object. These findings suggest that our physical motor experiences with objects shapes our ability to perceive those objects. Do these physical encounters also constrain our ability to imagine those objects? Participants in Experiment 5 were slower to mentally rotate an object that was harder to physically rotate when they engaged in motor imagery. This effect disappeared when they used visual imagery, however. This suggests that our physical motor experiences with an object do constrain our ability to imagine manipulating that object, but that we can loosen these constraints by flexibly adopting an alternative imagery strategy. Do we only represent the relationships between action and perception when we actively engage with an object (e.g. pick it up or move it), or are we more generally sensitive to the contingent relationships between our body movements and the structure of the perceptual information we have access to? For example, do we represent how our body position relates to the spatial orientation of objects in the world? To address this issue, I note that in our everyday experiences, faces tend to appear upright with respect to both our eyes (egocentric reference frame) and the world (environmental reference frame). Further, our movements and body positioning give us access to both types of orientation information. In Experiments 6-11, participants performed face-processing tasks as they lay horizontally, which served to disassociate the egocentric and environmental frames. The results revealed large effects of egocentric orientation on performance and smaller but reliable effects of environmental orientation. This suggests that we are sensitive to how our body movements co-vary with the spatial structure of the visual information we have access to. I conclude by suggesting that bidirectional effects of action on perception may be a natural consequence of well-established psychological principles, such as the power of statistical learning. Central to this argument is the realization that our bodies and actions help create the very structure of the world that we experience. This suggests that to fully understand any given perceptual or cognitive ability we need to take the role of embodied experience seriously
Jak język kształtuje myśl by Lera Boroditsky( Article )
1 edition published in 2011 in Polish and held by 1 library worldwide
How Linguistic Metaphor Scaffolds Reasoning ( file )
1 edition published in 2017 in English and held by 1 library worldwide
Abstract : Language helps people communicate and think. Precise and accurate language would seem best suited to achieve these goals. But a close look at the way people actually talk reveals an abundance of apparent imprecision in the form of metaphor: ideas are 'light bulbs', crime is a 'virus', and cancer is an 'enemy' in a 'war'. In this article, we review recent evidence that metaphoric language can facilitate communication and shape thinking even though it is literally false. We first discuss recent experiments showing that linguistic metaphor can guide thought and behavior. Then we explore the conditions under which metaphors are most influential. Throughout, we highlight theoretical and practical implications, as well as key challenges and opportunities for future research. Trends: Metaphors pervade discussions of abstract concepts and complex issues: ideas are 'light bulbs', crime is a 'virus', and cancer is an 'enemy' in a 'war'. At a process level, metaphors, like analogies, involve structure mapping, in which relational structure from the source domain is leveraged for thinking about the target domain. Metaphors influence how people think about the topics they describe by shaping how people attend to, remember, and process information. The effects of metaphor on reasoning are not simply the result of lexical priming. Metaphors can covertly influence how people think. That is, people are not always aware that they have been influenced by a metaphor
The visual consequences of language comprehension by Alexia C Toskos( file )
1 edition published in 2011 in English and held by 1 library worldwide
How do we understand language? What kinds of representations do people form when hearing a story or when reading a paragraph? In this dissertation, I will explore how people make meaning out of the language that they read or hear. One possibility is that the words we read or hear engage perceptuomotor representations, and language comprehension arises from modality-specific simulation or imagery of the linguistic content. Strong versions of the modality-specific approach assume complete overlap between the representations generated by language and those generated by perception and action. Perhaps representations brought about by language only partially overlap and interact with perception and action, with clear limits, and with important differences along the continuum from concrete to abstract language. The studies presented in this dissertation aim to delineate where perception and language understanding share representations and processing resources, and where they diverge. The findings suggest that language understanding affects visuospatial processing (Chapter 2) and visual motion processing (Chapter 3), but to a lesser extent than does perception itself
Constructing agency : the role of language by Caitlin Marie Fausey( file )
1 edition published in 2010 in English and held by 1 library worldwide
Speakers of the world's languages differ in how they typically describe the same events. For example, to describe the same physical event in some languages it would be natural to say "He broke the vase" while in others one would say "The vase broke itself." Do such patterns in language matter for how people construe and remember the same events? Do patterns in language shape whether we construe someone as being an agent, whether we attend to and remember who was involved, and how much we blame and punish those involved? Evidence from several populations - speakers of English, Spanish, and Japanese; adults and children -- suggests that the answer to these questions is "Yes". There are cross-linguistic differences in eye-witness memory for the same events, and language influences judgments of blame and punishment. The effects of language appear to be strong: Patterns in one's linguistic environment affect thinking even when people are not required to use language in a task and even when other rich sources of non-linguistic information are available
moreShow More Titles
fewerShow Fewer Titles
English (17)
Spanish (1)
Polish (1)
Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.