Recent Publications

(Clicking on any of the citations below opens a new window containing the PDF file of that paper)

2010

Glenberg, A. M. (2010).  Embodiment as a unifying perspective for psychology.  Wiley Interdisciplinary Reviews: Cognitive Science.

2009

Brown, M. C., McNeil, N. M., & Glenberg, A. M. (in press).  Using concreteness in education:  Real problems, potential solutions.  Child Development Perspectives.

Glenberg, A. M., Webster, B. J., Mouilso, E., & Lindeman, L. M. (2009).  Gender, emotion, and the embodiment of language comprehension.  Emotion Review, 1, 151-161.

Glenberg, A. M., & Mehta, S. (in press).  Constraint on covariation: It’s not meaning.  Italian Journal of Linguistics.

Glenberg, A. M., Becker, R., Klötzer, S., Kolanko, L, Müller , S., Rinck, M. (2009).  Episodic affordances contribute to language comprehension. Language and Cogntion, 1, 113-135.

Glenberg, A. M., Goldberg, A., Zhu, X. (2009).  Improving early reading comprehension using embodied CAI.   Instructional Science.

Glenberg, A. M., Lopez-Mobilia, G., Toma, M., McBeath, M., Sato, M., Cattaneo, L. (March, 2009).  A behavioral method for studying mirror neurons:  Repetitive action affects visual perception.  Poster presented at the meeting of the Cognitive Neuroscience Society, San, Francisco.

Scorolli, C. Borghi, A. M., Glenberg, A. M.  (2009).  Language-induced motor activity in bi-manual object lifting.  Experimental Brain Research, 193, 43-53.

2008

Glenberg, A. M., Sato, M., Cattaneo, L. (2008). Use-induced motor plasticity affects the processing of abstract and concrete language.  Current Biology, 18, R290-R291.

Glenberg, A. M., Sato, M., Cattaneo, L., Riggio, L., Palumbo, D., Buccino, G. (2008).  Processing abstract language modulates motor system activity.  Quarterly Journal of Experimental Psychology, 61, 905-919.

de Vega, M. Glenberg,A. M. &  Graesser, A. C.  (2008) Symbols, Embodiment and Meaning.  Oxford, UK: Oxford University Press.

Glenberg, A. M., de Vega, M., & Graesser, A. C.  (2008). Framing the debate. In M. de Vega, A. M. Glenberg, and A. C. Graesser  (Eds.) Symbol, Embodiment, and Meaning (pp. 1-9).  Oxford, UK: Oxford University Press.

de Vega, M., Glenberg, A. M., & Graesser, A. C. (2008). Relecting on the debate. In M. de Vega, A. M. Glenberg, and A. C. Graesser  (Eds.) Symbol, Embodiment, and Meaning (pp. 397-440).  Oxford, UK: Oxford University Press.

Glenberg, A. M. (2008). Radical changes in cognitive process due to technology: A jaundiced view.  In I. Dror and S. Harnad (Eds.), Cognition Distributed: How cognitive technology extends our minds (pp. 71-82).  Amsterdam: John Benjamins Publishing Company.
 

2007

Angrave, L. C., & Glenberg, A. M. (2007, August). Infant gestures predict verb production one year later.  Paper presented at the annual meeting of the American Psychological Association.

Glenberg, A. M., Brown, M., & Levin, J. R. (2007). Enhancing comprehension in small reading groups using a manipulation strategy. Contemporary Educational Psychology, 32, 389-399.

Havas, D. A., Glenberg, A. M., & Rinck, M. (2007). Emotion simulation during language comprehension. Psychonomic Bulletin & Review, 14, 436-441.

Glenberg, A. M. (2007). Language and action: creating sensible combinations of ideas. In G. Gaskell (Ed.) The Oxford handbook of psycholinguistics (pp.361-370). Oxford, UK: Oxford University Press

Marley, S. C., Levin, J. R., & Glenberg, A. M. (2007). Improving Native American children’s listening comprehension through concrete representations. Contemporary Educational Psychology, 32, 537-550.

Glenberg, A. M., Jaworski, B., Rischal, M, & Levin, J.R. (2007). What brains are for: Action, meaning, and reading comprehension. In D McNamara (Ed), Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 221-240). Mahwah, NJ: Lawrence Erlbaum Publishers.

Mouilso, E., Glenberg, A. M., Havas, D. A., & Lindeman, L. M.. (2007). Differences in action tendencies distinguish anger and sadness after comprehension of emotional sentences. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 1325-1330). Austin, TX: Cognitive Science Society.

2006

Glenberg, A. M. (2006). Naturalizing Cognition: The Integration of Cognitive Science and Biology. Current Biology, 16, Pages R802-R804.

2005

Grounding Language in Bodily States: The Case for Emotion. Glenberg, A. M., Havas, D., Becker, R., & Rinck, M.. In 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 (2005).

2004

Kaschak, M. P., & Glenberg, A. M. (2004). This construction needs learned. Journal of Experimental Psychology:General, 133, 450-467.

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.

On doing two things at once: Temporal constraints on Actions in language comprehension. De Vega, M., Robertson, D. A., Glenberg, A.M., Kaschak, M. P., & Rinck, M. (2004). Memory & Cognition, Vol 32(7).

Putting words in perspective. Borghi, A. M., Glenberg, A. M., & Kaschak, M. P. (2004). Memory & Cognition, Vol 32(6).

This Construction Needs Learned. Kaschak, M. P., Glenberg, A. M. (2004). Journal of Experimental Psychology: General, Vol 133(3), 450-467.

Activity and imagined activity can enhance young children's reading comprehension. Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Journal of Educational Psychology, 96, 424-436.

2003

The body's contribution to language. Glenberg, A. M., & Kaschak, M. P. (2003). In B. Ross (Ed.), The Psychology of Learning and Motivation, V43 (pp. 93-126). New York: Academic Press.

2002

Grounding language in action. Glenberg, A. M.; Kaschak, M. P.; Psychonomic Bulletin & Review, Vol 9(3), Sep 2002. pp. 558-565

2001

What language needs from memory (and vice versa). Glenberg, A. M. (2001). In (H.L. Roediger & J.S. Nairne, Eds.) Nature of remembering: Essays in honor of Robert G. Crowder. Washington, DC, US: American Psychological Association, 2001. pp. 351-368.

2000

Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Glenberg, A. M.; Robertson, D. A.; Journal of Memory & Language, Vol 43(3), Oct 2000. pp. 379-401.

More on "Symbol Grounding and Meaning"

Constructing meaning: The role of affordances and grammatical constructions in sentence comprehension. Kaschak, M. P.; Glenberg, A. M.; Journal of Memory & Language, Vol 43(3), Oct 2000. pp. 508-529.

More on "Constructing Meaning"

1999

Indexical understanding of instructions. Glenberg, A. M.; Robertson, D. A.; Discourse Processes, Vol 28(1), 1999. pp. 1-26.

Glenberg, A. M., Robertson, D. A., Jansen, J. L., & Johnson-Glenberg, M. C.  (1999).  Not propositions.  Journal of Cognitive Systems Research, 1, 19-33.

Why mental models must be embodied. Glenberg, A. In: Mental Models in discourse processing and reasoning. Rickheit, Gert & Habel, Christopher; Amsterdam, Netherlands: North-Holland/Elsevier Science Publishers, 1999, pp. 77-90.

1998

Averting the gaze disengages the environment and facilitates remembering. Glenberg, A. M.; Schroeder, J. L.; Robertson, D. A.; Memory & Cognition, Vol 26(4), Jul 1998. pp. 651-658.

The representation of space in mental models derived from text. Langston, W.; Kramer, D. C.; Glenberg, A. M.; Memory & Cognition, Vol 26(2), Mar 1998. pp. 247-262.

1997

What memory is for. Glenberg, A. M.; Behavioral & Brain Sciences, Vol 20(1), Mar 1997. pp. 1-55.

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