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Arthur Glenberg
Professor
Ph.D. 1974, University of Michigan
Email: glenberg@wisc.edu
How do words, objects, and events become meaningful
to us? My students and I are attacking these problems by developing an
embodied theory of cognition: Meaning consists of the set of actions we can
take in particular situations, and those actions are a function of the physical
situation, how our bodies work, and our experiences. Recent work
has demonstrated a) how actions in a situation are an essential prerequisite
for new learning; b) how language comprehension takes advantage of our
knowledge of how actions can be combined; and c) how linguistic structures
coordinate with action-based knowledge to result in language
comprehension. We have also begun to
investigate application embodiment theories to enhance children's reading
comprehension and mathematical problem solving.
Representative Publications
Glenberg, A. M., & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin & Review, 9, 558-565
Glenberg, A.M, & Kaschak, M.P. (2003). The body's contribution to language. In B. Ross (Ed.), The Physiology of Learning and Motivation, V43 (pp. 93-126). New York: Academic Press.
Glenberg, A.M., Gutierrez, T., Levin, J.R., Japuntich, S., & Kaschak, M.P. (2004). Activity and imagined activity can enhance young children's reading comprehension. Journal of Educational Psychology, 96, 424-436.
De Vega, M., Robertson, D.A., Glenberg, A.M., Kaschak, M.P., & Rinck, M (2004). On doing two things at once: Temporal constraints on Actions in language comprehension. Memory & Cognition, 32, 1033-1043.
Glenberg, A.M., Havas, D., Becker, R., & Rinck, M. (2005). Grounding Language in Bodily States: The Case for Emotion. R. Zwaan and D. Pecher (Eds.) The grounding of cognition: The role of perception and action in memory, language, and thinking. Cambridge: Cambridge University Press.
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Phone: (608) 262-8992
Office: 420 Psychology
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