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and concrete words differ in their cognitive and neuronal underpinnings, but the exact mechanisms underlying these distinctions are unclear. We investigated differences between these two semantic types by analysing brain responses to newly learnt words with fully controlled psycholinguistic properties. Experimental participants learned 20 novel abstract and concrete words in the context of short stories. After the learning session, event-related potentials (ERPs) to newly learned items weredoi:10.3390/brainsci11070898 fatcat:faemadbmcbamxd3xbu4z56p2ri