Arthur Glenberg

Phone: 262.8992
mailto:glenberg@facstaff.wisc.edu
Office: 420 Psychology

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Professor
Ph.D. 1974, University of Michigan

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 Psychology of Learning and Motivation, V43 (pp. 93-126).  New York: Academic Press.

 

Borghi, A. M., Glenberg, A. M., & Kaschak, M. P. (in press). Putting words in perspective. Memory & Cognition.

 

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.

 

Glenberg, A. M., Havas, D., Becker, R., & Rinck, M. (in press). 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.

 

Kaschak, M. P., & Glenberg, A. M. (in press).  This construction needs learned.  Journal of Experimental Psychology:General

De Vega, M., Robertson, D. A., Glenberg, A.M., Kaschak, M. P., & Rinck, M. (in press).  On doing two things at once: Temporal constraints on Actions in language comprehension.