The role of sensory-motor systems in conceptual understanding has been controversial. It has been proposed that many abstract concepts are understood metaphorically through concrete sensory-motor domains such as actions. Using fMRI, we compared neural responses with literal action (Lit; The daughter grasped the flowers ), metaphoric action (Met; The public grasped the idea ), and abstract (Abs; The public understood the idea ) sentences of varying familiarity. Both Lit and Met sentences activated the left anterior inferior parietal lobule, an area involved in action planning, with Met sentences also activating a homologous area in the right hemisphere, relative to Abs sentences. Both Met and Abs sentences activated the left superior temporal regions associated with abstract language. Importantly, activation in primary motor and biological motion perception regions was inversely correlated with Lit and Met familiarity. These results support the view that the understanding of metaphoric action retains a link to sensory-motor systems involved in action performance. However, the involvement of sensory-motor systems in metaphor understanding changes through a gradual abstraction process whereby relatively detailed simulations are used for understanding unfamiliar metaphors, and these simulations become less detailed and involve only secondary motor regions as familiarity increases. Consistent with these data, we propose that anterior inferior parietal lobule serves as an interface between sensory-motor and conceptual systems and plays an important role in both domains. The similarity of abstract and metaphoric sentences in the activation of left superior temporal regions suggests that action metaphor understanding is not completely based on sensory-motor simulations but relies also on abstract lexical-semantic codes.

Functional neuroimaging studies indicate that a primary marker of specific reading disability (RD) is reduced activation of left hemisphere (LH) posterior regions during performance of reading tasks. However, the severity of this disruption, and the extent to which these LH systems might be available for reading under any circumstances, is unclear at present. Experiment 1 examined the cortical effects of stimulus manipulations (frequency, imageability, consistency) that have known facilitative effects on reading performance for both nonimpaired (NI) and RD readers. Experiment 2 examined stimulus repetition, another facilitative variable, in an additional sample of adolescent NI and RD readers. For NI readers, factors that made words easier to process were associated with relatively reduced activation. For RD readers, facilitative factors resulted in increased activation in these same reading-related sites, suggesting that the LH reading circuitry in adolescent RD is poorly trained but not wholly disrupted.

Category-specific semantic impairments have been explained in terms of preferential damage to different types of features (e.g., perceptual vs. functional). This account is compatible with cases in which the impairments were the result of relatively focal lesions, as in herpes encephalitis. Recently, however, there have been reports of category-specific impairments associated with Alzheimer's disease, in which there is more widespread, patchy damage. We present experiments with a connectionist model that show how ficategory-specificfl impairments can arise in cases of both localized and wide-spread damage; in this model, types of features are topographically organized, but specific categories are not. These effects mainly depend on differences between categories in the distribution of correlated features. The model's predictions about degree of impairment on natural kinds and artifacts over the course of semantic deterioration are shown to be consistent with existing patient data. The model shows how the probabilistic nature of damage in Alzheimer's disease interacts with the structure of semantic memory to yield different patterns of impairment between patients and categories over time.