How conceptual knowledge is organized in the mind remains difficult to observe directly in natural behavior. Here we show that explaining knowledge to others brings out spatially structured representations of conceptual memory in naturalistic speech. Participants with varying schizotypy traits learned associations between two conceptual dimensions through either image-based or language-based input, and subsequently described their memory strategies or explained how they would teach the information to others. Spatial structure was more likely to emerge during teaching than reflection, particularly following image-based learning. As predicted by prior evidence that visual input requires the active construction of internal relational scaffolding, cognitive disorganization selectively attenuated spatial expression after image-based, but not language-based, learning. These findings establish naturalistic speech as a behavioral readout of conceptual map structure, and suggest that a common mechanism links map construction and cognitive disorganization across task performance and verbal communication.
Wu, X., Wu, P., Hinzen, W., Sommer, I. E., Homan, P.
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