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Attention Score in Context
| Title |
Mechanisms of embodiment
|
|---|---|
| Published in |
Frontiers in Psychology, October 2015
|
| DOI | 10.3389/fpsyg.2015.01525 |
| Pubmed ID | |
| Authors |
Katinka Dijkstra, Lysanne Post |
| Abstract |
This paper is a critical review of recent studies demonstrating the mechanism of sensorimotor simulation in different cognitive domains. Empirical studies that specify conditions under which embodiment occurs in different domains will be discussed and evaluated. Examples of relevant domains are language comprehension (Tucker and Ellis, 1998), autobiographical memory (Dijkstra et al., 2007), gestures (Alibali et al., 2014), facial mimicry (Stel and Vonk, 2010), and problem solving (Wiemers et al., 2014). The focus of the review is on supporting claims regarding sensorimotor simulation as well as on factors that modulate dynamic relationships between sensorimotor components in action and cognitive domains, such as expertise (Boschker et al., 2002). This discussion takes place within the context of currently debated issues, specifically the need to specify the underlying mechanisms of embodied representations (Zwaan, 2014; Körner et al., 2015). |
X Demographics
The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Comoros | 1 | 33% |
| Chile | 1 | 33% |
| Switzerland | 1 | 33% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 3 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 159 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | <1% |
| Sweden | 1 | <1% |
| Italy | 1 | <1% |
| Unknown | 156 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 30 | 19% |
| Researcher | 23 | 14% |
| Student > Master | 19 | 12% |
| Student > Bachelor | 15 | 9% |
| Student > Doctoral Student | 13 | 8% |
| Other | 29 | 18% |
| Unknown | 30 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 62 | 39% |
| Social Sciences | 11 | 7% |
| Neuroscience | 10 | 6% |
| Computer Science | 7 | 4% |
| Agricultural and Biological Sciences | 5 | 3% |
| Other | 25 | 16% |
| Unknown | 39 | 25% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 April 2020.
All research outputs
#15,866,607
of 23,577,654 outputs
Outputs from Frontiers in Psychology
#19,563
of 31,442 outputs
Outputs of similar age
#165,569
of 280,735 outputs
Outputs of similar age from Frontiers in Psychology
#364
of 537 outputs
Altmetric has tracked 23,577,654 research outputs across all sources so far. This one is in the 22nd percentile – i.e., 22% of other outputs scored the same or lower than it.
So far Altmetric has tracked 31,442 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.6. This one is in the 31st percentile – i.e., 31% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 280,735 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 32nd percentile – i.e., 32% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 537 others from the same source and published within six weeks on either side of this one. This one is in the 26th percentile – i.e., 26% of its contemporaries scored the same or lower than it.