Theories of embodied cognition describe language acquisition and representation as dependent on sensorimotor experiences that are collected during learning. Whereas native language words are typically acquired through sensorimotor experiences, foreign language (L2) words are often learned by reading, listening or repeating bilingual word lists. Recently, grasping referent objects has been demonstrated to serve as a useful sensorimotor strategy for L2 vocabulary learning. The effects of grasping virtual objects, however, remain unknown. In a virtual reality cave, we trained adult participants (N = 46) having low language aptitude and high language aptitude on novel L2 words under three conditions. In an audiovisual (baseline) condition, participants were presented with written and spoken L2 words. In an audiovisual observation condition, participants additionally saw virtual visual objects that corresponded to the meanings of L2 words. In an audiovisual, an observation, and a grasping condition, participants were asked to grasp the virtual objects. Participants’ word learning was assessed in free and cued recall tests administered immediately after training. Relative to baseline learning, simply viewing virtual objects during learning benefitted both groups. As expected, grasping virtual objects was found to benefit vocabulary retention in low language aptitude learners. Interestingly, this benefit was not observed in high language aptitude learners. Language learning aptitude scores correlated with vocabulary learning outcomes in both audiovisual learning conditions, but not in the sensorimotor condition, suggesting that grasping altered the typical relationship between aptitude and language learning performance. The findings are interpreted in terms of differences in the extent to which procedural and declarative memory systems are accessed in low language aptitude and high language aptitude learners during sensorimotor-based vocabulary learning. Additionally, the results suggest that simulated interactions without tangible feedback can benefit learning. This outcome expands our understanding of how physical experience extends cognition and paves the way for the application of sensorimotor enrichment strategies to virtual environments.

具身认知理论将语言习得和表征描述为依赖于学习过程中收集的感觉运动经验。母语单词通常是通过感觉运动经验获得的，而外语 (L2) 单词通常是通过阅读、听力或重复双语单词列表来学习的。最近，抓取所指对象已被证明可以作为二语词汇学习的一种有用的感觉运动策略。然而，抓取虚拟物体的效果仍然未知。在虚拟现实洞穴中，我们在三种条件下对具有低语言能力和高语言能力的成人参与者（ N = 46）进行新的 L2 单词的训练。在视听（基线）条件下，向参与者呈现书面和口头的 L2 单词。在视听观察条件下，参与者还看到了与 L2 单词含义相对应的虚拟视觉对象。在视听、观察和抓握条件下，参与者被要求抓握虚拟物体。培训后立即进行免费和提示回忆测试，评估参与者的单词学习情况。相对于基线学习，在学习过程中简单地观看虚拟物体对两组人都有利。正如预期的那样，抓取虚拟物体有利于低语言能力学习者的词汇保留。有趣的是，在高语言能力学习者中并没有观察到这种好处。在视听学习条件下，语言学习能力得分与词汇学习结果相关，但在感觉运动条件下则不然，这表明抓握改变了能力与语言学习表现之间的典型关系。研究结果被解释为在基于感觉运动的词汇学习过程中，低语言能力学习者和高语言能力学习者访问程序性记忆系统和陈述性记忆系统的程度存在差异。此外，结果表明，没有切实反馈的模拟交互也有利于学习。这一结果扩展了我们对物理体验如何扩展认知的理解，并为感觉运动丰富策略在虚拟环境中的应用铺平了道路。