Arthur Glenberg

Arthur Glenberg

Emeritus Professor,
Psychology
  • arthur.glenberg@asu.edu
  • Phone: 480-727-7790
  • ‌
Biography Research Teaching Public Work
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Long Bio

How do words, objects, and events become meaningful to us? Arthur Glenberg and his students are attacking these problems by developing an embodied theory of cognition: Meaning consists of the set of actions one can take in particular situations, and those actions are a function of the physical situation, how one's body works, and one's experiences.

Professor Glenberg's recent work has demonstrated a) how actions in a situation are an essential prerequisite for new learning; b) how language comprehension takes advantage of one's knowledge of how actions can be combined; and c) how linguistic structures coordinate with action-based knowledge to result in language comprehension. He has also begun to investigate application embodiment theories to enhance children's reading comprehension. He and his team have developed EMBRACE, an iPad application designed to help dual language learners read for comprehension in English. He heads the Laboratory for Embodied Cognition in the Department of Psychology at Arizona State University. 

Education
  • Ph.D. University of Michigan 1974
  • A.B. Miami University 1970
CV
Curriculum Vitae
Publications
  • Books Glenberg, A. M. (1988). Learning from data: An introduction to statistical reasoning. San Diego, CA: Harcourt Brace Jovanovich.
  • Harris, B., & Glenberg, A. M. (1988). Instructor’s manual to accompany Glenberg’s Learning from data. San Diego, CA: Harcourt, Brace, Jovanovich.
  • Glenberg, A. M. (1996). Learning from data. Second edition. Mahweh, NJ: Erlbaum. Glenberg, A. M., & Andrzejewski, M. (2007). Learning from data. Third edition. New York: Routledge.
  • de Vega, M. Glenberg, A. M., & Graesser, A. C. (2008) Symbols, Embodiment and Meaning. Oxford, UK: Oxford University Press. Journal articles Glenberg, A. M. (1976). Monotonic and nonmonotonic lag effects in paired-associate and recognition memory paradigms. Journal of Verbal Learning and Verbal Behavior, 15, 1-15. https://doi.org/10.1016/S0022-5371(76)90002-5
  • Glenberg, A. M. (1977). The influence of retrieval processes on the spacing effect in free recall. Journal of Experimental Psychology: Human Learning and Memory, 3, 282-294. https://doi.org/10.1037/0278-7393.3.3.282
  • Glenberg, A. M., Smith, S. M., & Green, C. (1977). Type I rehearsal: Maintenance and more. Journal of Verbal Learning and Verbal Behavior, 16, 339-352. https://doi.org/10.1016/S0022-5371(77)80055-8
  • Glenberg, A. M., & Adams, F. (1978). Type I rehearsal and recognition. Journal of Verbal Learning and Verbal Behavior, 17, 455-463. https://doi.org/10.1016/S0022-5371(78)90274-8
  • Smith, S. M., Glenberg, A. M., & Bjork, R. A. (1978). Environmental context and human memory. Memory & Cognition, 6, 342-353. https://doi.org/10.3758/BF03197465
  • Glenberg, A. M. (1979). Component-levels theory of the effects of spacing of repetitions in recall and recognition. Memory & Cognition, 7, 95-112. https://doi.org/10.3758/BF03197590 Glenberg, A. M., & Bradley, M. M. (1979). Mental contiguity. Journal of Experimental Psychology: Human Learning and Memory, 5, 88-97. https://doi.org/10.1037/0278-7393.5.2.88
  • Glenberg, A. M., Bradley, M. M., Stevenson, J. A., Kraus, T. A., Tkachuck, M. J., Gretz, A. L., Fish, J. H., & Turpin, B. N. (1980). A two-process account of long-term serial position effects. Journal of Experimental Psychology: Human Learning and Memory, 355-369. https://doi.org/10.1037/0278-7393.6.4.355
  • Glenberg, A. M., & Lehmann, T. (1980). Spacing repetitions over a week. Memory & Cognition, 8, 528-538. https://doi.org/10.3758/BF03213772
  • Glenberg, A. M., & Smith, S. M. (1981). Spacing repetitions and solving problems are not the same. Journal of Verbal Learning and Verbal Behavior, 20, 110-119. https://doi.org/10.1016/S0022-5371(81)90345-5
  • Glenberg, A. M., & Kraus, T. A. (1981). Long-term recency is not found on a recognition test. Journal of Experimental Psychology: Human Learning and Memory, 7, 475-479. https://doi.org/10.1037/0278-7393.7.6.475
  • Glenberg, A. M., Wilkinson, A. C., & Epstein, W. (1982). The illusion of knowing: Failure in the self- assessment of comprehension. Memory & Cognition, 10, 597-602. https://doi.org/10.3758/BF03202442
  • Glenberg, A. M., Bradley, M. M., Kraus, T. A., & Renzaglia, G. J. (1983). Studies of the long-term recency effect: Support for a contextually guided retrieval hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 231-255. https://doi.org/10.1037/0278-7393.9.2.231
  • Bradley, M. M., & Glenberg, A. M. (1983). Strengthening associations: Duration, attention, or relations? Journal of Verbal Learning and Verbal Behavior, 22, 650-666. https://doi.org/10.1016/S0022-5371(83)90385-7 Glenberg, A. M. (1984). A retrieval account of the long-term modality effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 16-31. https://doi.org/10.1016/S0022-5371(83)90385-7
  • Epstein, W., Glenberg, A. M., & Bradley, M. M. (1984). Coactivation and comprehension: Contribution of text variables to the illusion of knowing. Memory & Cognition, 12, 355-360. https://doi.org/10.3758/BF03198295
  • Fernandez, A., & Glenberg, A. M. (1985). Changing environmental context does not reliably affect memory. Memory & Cognition, 13, 333-345. https://doi.org/10.3758/BF03202501
  • Glenberg, A. M., Eberhardt, K. A., & Peterson, G. L. (1985). Differential influence of recall modality and post-list instruction modality on the long-term modality effect. American Journal of Psychology, 98, 569-578. https://doi.org/10.2307/1422510
  • Glenberg, A. M., & Epstein, W. (1985). Calibration of comprehension. Journal of Experimental Psychology: Learning, Memory and Cognition, 11, 702-718. https://doi.org/10.1037/0278-7393.11.1-4.702
  • Glenberg, A. M., & Swanson, N. (1986). A temporal distinctiveness theory of recency and modality effects. Journal of Experimental Psychology: Learning, Memory and Cognition, 12, 3-15. https://doi.org/10.1037/0278-7393.12.1.3
  • Huang, S-T., & Glenberg, A. M. (1986). Echoic and retrieval accounts of the long-term modality effect testing using the suffix procedure. American Journal of Psychology, 99, 453-470. https://doi.org/10.2307/1422285
  • Glenberg, A. M., & Epstein, W. (1987). Inexpert calibration of comprehension. Memory & Cognition, 15, 84-93. https://doi.org/10.3758/BF03197714
  • Glenberg, A. M., Meyer, M., & Lindem, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language, 26, 69-83. https://doi.org/10.1016/0749-596X(87)90063-5
  • Glenberg, A. M., Sanocki, T., Epstein, W., & Morris, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology: General, 116, 119-136. https://doi.org/10.1037/0096-3445.116.2.119
  • Glenberg, A. M., Eberhardt, K. A., & Belden, T. M. (1987). The role of visual interference in producing the long-term modality effect. Memory & Cognition, 15, 504-510. https://doi.org/10.3758/BF03198384
  • Glenberg, A. M., & Fernandez, A. (1988). Evidence for auditory temporal distinctiveness: Modality effects in order and frequency judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 728-739. https://doi.org/10.1037/0278-7393.14.4.728
  • Glenberg, A. M., Mann, S., Altman, L., Forman, T., & Procise, S. (1989). Modality effects in the coding and reproduction of rhythms. Memory & Cognition, 17, 373-383. https://doi.org/10.3758/BF03202611
  • Glenberg, A. M. (1989). Review of “Mental Models as Representation of Discourse” by A. Garnham. American Journal of Psychology, 102, 421-424. https://doi.org/10.2307/1423060
  • Glenberg, A. M. (1990). Common processes underlie enhanced recency effects for auditory and changing-state stimuli. Memory & Cognition, 18, 638-650. https://doi.org/10.3758/BF03197106
  • Jakimik, J., & Glenberg, A. (1990). Verbal learning meets psycholinguistics: Modality effects in the comprehension of anaphora. Journal of Memory and Language, 29, 582-590. https://doi.org/10.1016/0749-596X(90)90053-3
  • Barnhart, R., & Glenberg, A. M. (1990). Extension of the picture-superiority effect over multiple lists. Bulletin of the Psychonomic Society, 28, 1-3. https://doi.org/10.3758/BF03337631
  • Fernandez, A., y Glenberg, A. M. (1991). Recuerdo superior de items iniciales en la modalidad visual: Una explicacion basada en la recuperacion. Cognitiva, 3, 123-141. Glenberg, A. M., & Jona, M. (1991). Temporal coding in rhythm tasks revealed by modality effects. Memory & Cognition, 19, 514-522. https://doi.org/10.3758/BF03199576
  • Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental models. Journal of Memory and Language, 31, 129-151. https://doi.org/10.1016/0749-596X(92)90008-L
  • Glenberg, A. M., & Kruley, P. (1992). Pictures and anaphora: Evidence for independent processes. Memory & Cognition, 20, 461-471. https://doi.org/10.3758/BF03199579
  • Glenberg, A. M., & Mathew, S. (1992). When minimalism is not enough: Mental models in reading comprehension. PSYCOLOQUY.92.3.64.reading-inference-2.1.glenberg-mathews.
  • Glenberg, A. M., & McDaniel, A. (1992). Mental models, pictures, and text: Integration of spatial and verbal information. Memory & Cognition, 20, 458-460. https://doi.org/10.3758/BF03199578
  • Glenberg, A. M. (1993). Comprehension while missing the point: More on minimalism and models. PSYCOLOQUY.93.4.31.reading-inference.13.glenberg.
  • Strauman, T. J., & Glenberg, A. M. (1994). Self-concept and body image disturbance: Which self-beliefs predict body size overestimation? Cognitive Therapy and Research, 18, 105-125. https://doi.org/10.1007/BF02357219
  • Kruley, P., Sciama, S. C., & Glenberg, A. M. (1994). On-line processing of textual illustrations in the visuo-spatial sketchpad: Evidence from dual-task studies. Memory & Cognition, 22, 261-272. https://doi.org/10.3758/BF03200853
  • Glenberg, A. M., & Grimes, T. (1995). Memory and faces: Pictures help you to remember who said what. Personality and Social Psychology Bulletin, 21, 196-206. https://doi.org/10.1177/0146167295213001
  • Glenberg, A. M. (1997). What memory is for. Behavioral and Brain Sciences, 20, 1-19. https://doi.org/10.1017/S0140525X97000010 Glenberg, A. M. (1997). What memory is for: Creating meaning in the service of action. Behavioral and Brain Sciences, 20, 41-55. https://doi.org/10.1017/S0140525X97470012
  • Glenberg, A. M. (1997). Deictic codes for embodied language. Behavioral and Brain Sciences, 20, 749. https://doi.org/10.1017/S0140525X97311613
  • Langston, W., Kramer, D. C., & Glenberg, A. M. (1998). The representation of space in mental models derived from text. Memory & Cognition, 26, 247-262. https://doi.org/10.3758/BF03201137
  • Glenberg, A. M., Schroeder, J. L., & Robertson, D. A. (1998). Averting the gaze disengages the environment and facilitates remembering. Memory & Cognition, 26, 651-658. https://doi.org/10.3758/BF03211385
  • Teng, R., & Glenberg, A. M. (1998). Review of Natika Newton’s “Foundations of Understanding.” American Journal of Psychology, 466-480. https://doi.org/10.2307/1423454
  • Glenberg, A. M., Robertson, D. A., Jansen, J. L., & Johnson-Glenberg, M. C. (1999). Not propositions. Journal of Cognitive Systems Research, 1, 19-33. https://doi.org/10.1016/S1389-0417(99)00004-2
  • Glenberg, A. M., & Robertson, D. A. (1999). Indexical understanding of instructions. Discourse Processes, 28, 1-26. https://doi.org/10.1080/01638539909545067
  • Glenberg, A. M. (1999). Perceptual symbols in language comprehension. Behavioral and Brain Sciences, 22, 618-619. https://doi.org/10.1017/S0140525X99322147
  • Glenberg, A. M. & Robertson, D. A. (2000). Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Journal of Memory and Language, 43, 379-401. https://doi.org/10.1006/jmla.2000.2714
  • Kaschak, M. P., & Glenberg, A. M. (2000). Constructing meaning: The role of affordances and grammatical constructions in sentence comprehension. Journal of Memory and Language, 43, 508-529. https://doi.org/10.1006/jmla.2000.2705
  • Glenberg, A. M., Cowart, M., & Kaschak, M. P. (2001). An affordance field for guiding movement and cognition. Behavioral and Brain Sciences, 24, 43-44. https://doi.org/10.1017/S0140525X01283915
  • Glenberg, A. M. & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin and Review, 9, 558-565. https://doi.org/10.3758/BF03196313
  • Glenberg, A. M., Robertson, D. A., Kaschak, M. P., & Malter, A. J. (2003). Embodied meaning and negative priming. Behavioral and Brain Sciences, 26, 644-648. https://doi.org/10.1017/S0140525X03240140
  • 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. https://doi.org/10.1037/0022-0663.96.3.424
  • Kaschak, M. P., & Glenberg, A. M. (2004). Interactive alignment: Priming or memory retrieval. Behavioral and Brain Sciences, 27, 201. https://doi.org/10.1017/S0140525X04340057
  • Kaschak, M. P., & Glenberg, A. M. (2004). This construction needs learned. Journal of Experimental Psychology:General, 133, 450-467. https://doi.org/10.1037/0096-3445.133.3.450
  • 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. https://doi.org/10.3758/BF03196879
  • Borghi, A. M., Glenberg, A. M., & Kaschak, M. P. (2004). Putting words in perspective. Memory & Cognition, 32, 863-873. https://doi.org/10.3758/BF03196865
  • Glenberg, A. M. (2006). Distributed cognition and technology: A jaundiced view. Pragmatics & Cognition. 14, 263-274. https://doi.org/10.1075/pc.14.2.07gle Glenberg, A. M. (2006). Naturalizing Cognition: The Integration of Cognitive Science and Biology. Current Biology, 16, Pages R802-R804. https://doi.org/10.1016/j.cub.2006.08.044
  • 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. https://doi.org/10.1016/j.cedpsych.2006.03.001
  • Havas, D. A., Glenberg, A. M., & Rinck, M. (2007). Emotion simulation during language comprehension. Psychonomic Bulletin & Review,14, 436-441. https://doi.org/10.3758/BF03194085
  • 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. https://doi.org/10.1016/j.cedpsych.2007.03.003
  • 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. https://doi.org/10.1080/17470210701625550
  • 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. https://doi.org/10.1016/j.cub.2008.02.036
  • Glenberg, A. M. (2009). Prediction and emotion in dialog. European Journal of Social Psychology, 39, 1169-1172. https://doi.org/10.1002/ejsp.678
  • Scorolli, C. Borghi, A. M., Glenberg, A. M. (2009). Language-induced motor activity in bi-manual object lifting. Experimental Brain Research, 193, 43-53. https://doi.org/10.1007/s00221-008-1593-4
  • Glenberg, A. M., Webster, B. J., Mouilso, E., Havas, D. A., & Lindeman, L. M. (2009). Gender, emotion, and the embodiment of language comprehension. Emotion Review, 1, 151-161. https://doi.org/10.1177/1754073908100440
  • Glenberg, A. M., & Mehta, S. (2008). Constraint on covariation: It’s not meaning. Italian Journal of Linguistics, 20, 241-264. Glenberg, A. M., Becker, R., Klötzer, S., Kolanko, L, Müller , S., Rinck, M. (2009). Episodic affordances contribute to language comprehension. Language and Cognition, 1, 113-135. https://doi.org/10.1515/LANGCOG.2009.006
  • Brown, M. C., McNeil, N. M., & Glenberg, A. M. (2009). Using concreteness in education: Real problems, potential solutions. Child Development Perspectives, 3, 160-164. https://doi.org/10.1111/j.1750-8606.2009.00098.x
  • Marley, S. C., Levin, J. R., & Glenberg, A. M. (2010). What Cognitive Benefits Does an Activity-Based Reading Strategy Afford Young Native American Readers? Journal of Experimental Education. 78(3), 395 – 417. https://doi.org/10.1080/00220970903548061
  • Glenberg, A. M. (2010). Embodiment as a unifying perspective for psychology. Wiley Interdisciplinary Reviews: Cognitive Science, 1, 586-596. https://doi.org/10.1002/wcs.55
  • Killeen, P., & Glenberg, A. M. (2010). Resituating cognition. Comparative Cognition & Behavior Reviews, 4, 66-85. https://doi.org/10.3819/ccbr.2010.50003 Havas, D. H., Glenberg, A. M., Gutowski, K., Lucarelli, M, & Davidson, R. (2010). Cosmetic use of botulinum toxin-A affects processing of emotional language. Psychological Science, 21, 895-900. https://doi.org/10.1177/0956797610374742
  • Covas-Smith, C. M., Fine, J., Glenberg, A. M., Keylor, E., Li, Y. J., Marsh, E. R., Osborne, E. A., Soliman, T., Yee, C. (2010). Cultural variations on the SIMS model. Behavioral and Brain Sciences, 33, 444-445. https://doi.org/10.1017/S0140525X10001317
  • Marsh, E.R. & Glenberg, A. M. (2010). The embodied statistician. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2010.00184
  • Rueschemeyer S, Glenberg AM, Kaschak M, Mueller K and Friederici A (2010). Top-down and bottom-up contributions to understanding sentences describing objects in motion. Frontiers in Psychology https://doi.org/10.3389/fpsyg.2010.00184
  • Glenberg AM, Lopez-Mobilia G, McBeath M, Toma M, Sato M and Cattaneo L (2010). Knowing beans: Human mirror mechanisms revealed through motor adaptation. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2010.00206
  • Marley, S. C. , Szabo, Z., Levin, J. R., & Glenberg, A. M.(2011). Investigation of an Activity-Based Text-Processing Strategy in Mixed-Age Child Dyads. The Journal of Experimental Education, 79: 3, 340-360. https://doi.org/10.1080/00220973.2010.483697
  • Glenberg, A. M., Goldberg, A., Zhu, X. (2011). Improving early reading comprehension using embodied CAI. Instructional Science, 39, 27- 39. https://doi.org/10.1007/s11251-009-9096-7
  • Cattaneo, L., Barchiesi, G., Tabarelli, D., Arfeller, C., Sato, M., & Glenberg, A. M. (2011). One’s motor performance predictably modulates the understanding of others’actions through adaptation of premotor visuo-motor neurons. Social Cognitive and Affective Neuroscience, 6, 301-310. https://doi.org/10.1093/scan/nsq099 Glenberg, A. M., Willford, J., Gibson, B. R., Goldberg, A. B., Zhu, X. (2011). Improving reading to improve math. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2011.564245
  • Sato, M., Brisebois, A., Grabski, K., Basirat, A, Ménard, L, Glenberg, A. M., & Cattaneo, L. (2011). Articulatory bias in speech categorization: Evidence from use-induced motor plasticity. Cortex, 47, 1001-1003. https://doi.org/10.1016/j.cortex.2011.03.009
  • Glenberg, A. M., & Gallese, V. (2012). Action-based Language: A theory of language acquisition, comprehension, and production. Cortex, 48, 905-922. https://doi.org/10.1016/j.cortex.2011.04.010
  • Glenberg, A. M. (2011). Introduction to the Mirror Neuron Forum. Perspectives on Psychological Science, 6, 363-368. https://doi.org/10.1177/1745691611412386
  • Glenberg, A. M. (2011). Positions in the mirror are close than they appear. Perspectives on Psychological Science, 6, 408-410. https://doi.org/10.1177/1745691611413393
  • Glenberg, A. M. (2011). How reading comprehension is embodied and why that matters. International Electronic Journal of Elementary Education, 4, 5-18. Ibáñez, A., Cardona, J. F., Dos Santos, Y. V., Blenkmann, A., Aravena, P., Roca, M., … Bekinschtein, T. (2013). Motor-language coupling: Direct evidence from early Parkinson’s disease and intracranial cortical recordings. Cortex, 49(4), 968–984. https://doi.org/10.1016/j.cortex.2012.02.014
  • Glenberg, A. M., Witt, J. K., & Metcalfe, J. (2013). From the Revolution to Embodiment: 25 Years of Cognitive Psychology. Perspectives on Psychological Science, 8, 573-585. https://doi.org/10.1177/1745691613498098
  • Guan, C. Q., Meng, W., Yao, R., and Glenberg, A. (2013). The motor system contributes to comprehension of abstract language. PLoS ONE 8(9). https://doi.org/10.1371/journal.pone.0075183
  • Ibáñez, A., Cardona, J. F., Dos Santos, Y. V., Blenkmann, A., Aravena, P., Roca, M., Hurtado, E., Nerguizian, M., Amoruso, L., Gómez-Arévalo, G., Chade, A., Dubrovsky, A., Gershanik, O., Kochen, S., Glenberg, A., Manes, F., & Bekinschtein, T. (2013). Motor-language coupling: Direct evidence from early Parkinson’s disease and intracranial cortical recordings. Cortex, 49(4), 968–984. https://doi.org/10.1016/j.cortex.2012.02.014 Soliman, T.,
  • Gibson, A., Glenberg (2013). Sensory motor mechanisms unify psychology: The embodiment of culture. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2013.00885
  • Zarr, N., Ferguson, R. & Glenberg, A. M. (2013) Language comprehension warps the mirror neuron system. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2013.00870
  • Glenberg, A. M., & Soliman, T. (2014). Interpersonal Action Semantics Comment on Semantics: A unifying conceptual framework for the selective use of multimodal and modality-specific object knowledge by van Elk, van Schie, & Bekkering. Physics of Life Reviews, 11, 253-254. https://doi.org/10.1016/j.plrev.2013.11.005
  • Soliman, T., & Glenberg, A. M. (2014). What Does the Forward Model of an Expert Hand-Tool Motor Program Code? Comment on Semantics: A unifying conceptual framework for the selective use of multimodal and modality-specific object knowledge by van Elk, van Schie, & Bekkering. Physics of Life Reviews, 11, 253-254. https://doi.org/10.1016/j.plrev.2013.12.004
  • Soliman, T., & Glenberg, A. M. (2014). How intent to interact can affect action scaling of distance: Reply to Wilson. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2014.00513
  • Glenberg, A. M. (2015). Few believe the world is flat: How embodiment is changing the scientific understanding of cognition. Canadian Journal of Experimental Psychology, 69, 165-171. https://doi.org/10.1037/cep0000056
  • Glenberg, A. M. (2015). Response to Mahon: Unburdening cognition from abstract symbols. Canadian Journal of Experimental Psychology, 69, 181-182. https://doi.org/10.1037/cep0000057 Glenberg, A. M. (2015). Big Myth or Major Miss? Gregory Hickok’s “The Myth of Mirror Neurons: The Real Neuroscience of Communication and Cognition.” American Journal of Psychology. 128, 533-539. https://doi.org/10.5406/amerjpsyc.128.4.0533 Soliman, T., Ferguson, R., Dexheimer, S., & Glenberg, A. M. (2015). Consequences of joint action: Entanglement with your partner. Journal of Experimental Psychology: General, 144, 873-888. https://doi.org/10.1037/xge0000089 Glenberg, A. M., & Hayes, J. (2016). Contribution of embodiment to solving the riddle of infantile amnesia. Frontiers in Psychology, 7:10. https://doi.org/10.3389/fpsyg.2016.00010 Glenberg, A. M., Walker, E. A., & Restrepo, M. A. (2016) EMBRACEing dual language learners. In S.A. Crossley & D. S. McNamara, Adaptive Educational Technologies for Literacy Instruction. Taylor & Francis, Routledge: NY, pp 268-274. https://doi.org/10.4324/9781315647500-19 Walker, E., Adams, A., Restrepo, M. A., Fialko, S., & Glenberg, A. M. (2017). When (and how) interacting with technology-enhanced storybooks helps dual language learners. Translational Issues in Psychological Science, 3(1), 66-79. https://doi.org/10.1037/tps0000100 Walker, E., Wong, A., Fialko, S., Restrepo, M. A., & Glenberg, A. M. (2017). Applying Cognitive Tutor Principles to Reading Comprehension. In: André E., Baker R., Hu X., Rodrigo M., du Boulay B. (eds) Artificial Intelligence in Education. AIED 2017. Lecture Notes in Computer Science, vol 10331. Springer, Cham. https://doi.org/10.1007/978-3-319-61425-0_68 Glenberg, A. M. (2017). Rares sont ceux qui croient que le monde est plat: Comment l’incarnation est en train de changer la compréhension scientifique de la cognition. Recherches sur la philsophie et le langage, 33, 33-54. Glenberg, A. M. (2017). Commentaire: Réponse à Mahon: Décharger la cognition des symbols abstraits. Recherches sur la philsophie er le langage, 33, 77-81. Glenberg, A. M. (2018). Sensus Communis in research and application: Commentary on Ibáñez and García. In A. Ibáñez and A.M. García, Contextual cognition: The sensus communis of a situated mind (pp 73-84). Cham, Switzerland: Springer. Adams, A., Glenberg, A. M., & Restrepo, M.A. (2018). Moved by reading in a DLL Spanish-speaking population. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2018_LSHSS-16-0032 Díez E., Díez-Álamo A.M., Wojcik D.Z., Glenberg, A.M. & Fernandez, A. (2018). Retrieving Against the Flow: Incoherence Between Optic Flow and Movement Direction Has Little Effect on Memory for Order. Frontiers in Human Neuroscience, 12:102. https://doi.org/10.3389/fnhum.2018.00102 Glenberg, A. M. (2019). Turning social tools into tools for action. Physics of Life Reviews, 29, 172-174. https://doi.org/10.1016/j.plrev.2019.02.009 Adams, A. M., Glenberg, A. M., & Restrepo, M. A. (2019). Embodied reading in a transparent orthography. Learning and Instruction, 62, 27-36. https://doi.org/10.1016/j.learninstruc.2019.03.003 Díez-Álamo, A. M., Glenberg, A. M., Díez, E., Alonso, M. A., Fernandez, A. (2020). The linguistic looming effect. Journal of Memory and Language, 114, 104147. https://doi.org/10.1016/j.jml.2020.104147 Günther, F., Nguyen, T., Chen, L. Dudschig, C., Kaup, B. & Glenberg, A. M. (2020). Immediate sensorimotor grounding of novel concepts learned from language alone. Journal of Memory and Language, 115, 104172. doi.org/10.1016/j.jml.2020.104172 Kwon, J.Y., Glenberg, A. M., Varnum, M. E. (2021). Culture, ecology, and grounded procedures. Behavioral and Brain Sciences, 44, e13, https://doi.org/10.1017/S0140525X20000369 Lekshmi Narayanan A.B. et al. (2021) Parent-EMBRACE: An Adaptive Dialogic Reading Intervention. In: Roll I., McNamara D., Sosnovsky S., Luckin R., Dimitrova V. (eds) Artificial Intelligence in Education. AIED 2021. Lecture Notes in Computer Science, vol 12749. Springer, Cham. https://doi.org/10.1007/978-3-030-78270-2_43 Wall, D., Foltz, S., Kupfer, A., & Glenberg, A. M. (2021). Embodied action scaffolds dialogic reading. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09617-6 Yu, C. S. P, McBeath, M. K., & Glenberg, A.M. (in press). The Gleam-Glum Effect: /i:/ vs /˄/ Phonemes Generically Carry Emotional Valence. Journal of Experimental Psychology: Learning, Memory, and Cognition. https://doi-org.ezproxy1.lib.asu.edu/10.1037/xlm0001017 Morey, R. D., Kaschak, M.P., Díez-Álamo, A. M., Glenberg, A. M., et al. (in press). A pre-registered, multi-lab non-replication of the action-sentence compatibility effect (ACE). Psychonomic Bulletin & Review. Glenberg, A. M. (in press). Embodiment and learning of abstract concepts (such as algebraic topology and regression to the mean). Psychological Research. Fischer, M. H., Glenberg, A. M., Moeller, K., & Shaki, S. (in press). Grounding (fairly) complex numerical knowledge: An educational example. Psychological Research. Book Chapters Glenberg, A. M. (1987). Temporal context and recency. In D. S. Gorfein & R. R. Hoffman (Ed.), Memory and cognitive processes: The Ebbinghaus Centennial Conference. Hillsdale, NJ: Erlbaum. Glenberg, A. M. (1993). Distributed practice effects. In L. R. Squire (Ed.), Encyclopedia of Learning and Memory. New York: Macmillan. Glenberg, A. M., Kruley, P., & Langston, W. E. (1994). Analogical processes in comprehension: Simulation of a mental model. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics. Glenberg, A. M. (1997). Mental models, space, and embodied cognition. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Conceptual structures and processes: Emergence, discovery, and change (pp. 495-522). Washington, DC: American Psychological Association. https://doi.org/10.1037/10227-018 Robertson, D. A., & Glenberg, A. M. (1998). Force dynamics in language and cognition: An empirical evaluation. In M. A. Gernsbacher & S. J. Derry (Eds.), Proceedings of the 20th annual meeting of the Cognitive Science Society (1259). Mahwah, NJ: Lawrence Erlbaum Associates. Glenberg, A. M. (1999). Why mental models must be embodied. In G. Rickhart & C. Habel (Eds.), Mental models in discourse processing and reasoning, 77-90. Amsterdam: Elsevier Science B. V. https://doi.org/10.1016/S0166-4115(99)80048-X Glenberg, A. M. (2001). What language needs from memory (and vice versa). In H. L. Roediger, J. S. Nairne, I. Neath, & A. M. Surprenant. The Nature of Remembering: Essays in Honor of Robert G. Crowder. Washington, D.C.: American Psychological Association Press. Glenberg, A. M. (2002). The indexical hypothesis: How language and the world interact. In N. Allen (Ed.), Working with Words and Images: New Steps in an Old Dance. Ablex. 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. https://doi.org/10.1016/S0079-7421(03)01012-0 Borghi, A.M., Glenberg, A.M. & Kaschak, M. (2003). Concepts and action. Proceedings of the European Workshop of Imagery and Cognition, 9th EWIC 2003, Pavia, 25-27 aprile 2003, p.82. Glenberg, A. M., & Kaschak, M. P. (2004). Language is grounded in action. In L. A. Carlson & E. van der Zee (Eds.), Functional features in language and space: Insights from perception, categorization and development, pp 11-24. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199264339.003.0002 Glenberg A.M. (2005). Lessons from the embodiment of language: Why simulating human language comprehension is hard. In: A. Cangelosi, G. Bugmann & R. Borisyuk (Eds.). Modeling Language, Cognition and Action: Proceedings of the 9th Neural Computation and Psychology Workshop. Singapore: World Scientific. (Progress in Neural Processing Series, vol. 16). https://doi.org/10.1142/9789812701886_0002 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. (pp. 115-128).Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511499968.006 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. https://doi.org/10.1093/oxfordhb/9780198568971.013.0021 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. Glenberg, A. M., (2008). Toward the integration of bodily states, language, and action. In G. R. Semin, & R. E. Smith (Eds.) Embodied Grounding: Social, Cognitive, Affective, and Neuroscientific Approaches (pp 43-70). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511805837.003 Glenberg, A. M. (2008). Embodiment for education. In P. Calvo and A. Gomila (Eds.), Handbook of Cognitive Science: An Embodied Approach (pp 355-372). Elsevier: Amsterdam.https://doi.org/10.1016/B978-0-08-046616-3.00018-9 Glenberg, A. M. & Mehta, S. (2008). On the limits of learning from covariation: Structure but not meaning. In M. de Vega, A. M. Glenberg, and A. C. Graesser (Eds.) Symbol, Embodiment, and Meaning (pp. 11-32). Oxford, UK: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199217274.003.0002 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. https://doi.org/10.1093/acprof:oso/9780199217274.003.0001 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. https://doi.org/10.1093/acprof:oso/9780199217274.003.0019 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. https://doi.org/10.1075/bct.16.06gle Glenberg, A. M. (2012). Contributions of mirror mechanisms to the embodiment of cognition. In Schulkin, J. (Ed.) Action, Perception and the Brain: Adaptation and Cephalic Expression (pp 164-189). Hampshire, UK: Palgrave Macmillan. https://doi.org/10.1057/9780230360792_8 Soliman, T., & Glenberg, A. M. (2014). The embodiment of culture. In L. Shapiro (Ed.), The Routledge Handbook of Embodied Cognition (pp 207-219). Soliman, T., Munion, A. K., Goodwin, B., Gelbart, B., Blais, C., & Glenberg A. M. (in press). Joint action enhances subsequent social learning by strengthening a mirror mechanism. In M. Robinson and L. Thomas (eds.), Embodied Psychology: Thinking, Feeling, and Acting. New York: Spring. Gómez, L., & Glenberg, A. M. (in press). Embodied Classroom Activities for Vocabulary Acquisition. In S. L. Macrine and J. Fugate (Eds.) Movement Matters: How Embodied Cognition Informs Teaching and Learning. Cambridge, MA: The MIT Press. Yu, C. S. P., McBeath, M. K., & Glenberg, A. M. (in press). Phonemes convey embodied emotion. In M. Robinson and L. Thomas (eds.), Embodied Psychology: Thinking, Feeling, and Acting. New York: Spring. Other publications Glenberg, A. (1994). Crossing into Jordan. The New York Times, September 11, 1994, Section 5, page 30. Glenberg, A. M., & Crowder, R. G. (1999). Arthur W. Melton. Encyclopedia of Psychology, American Psychological Association. O’Connor, K. & Glenberg, A. M. (2002) Situated cognition. In B. French (Ed.) Encyclopedia of Cognitive Science. London: Nature Publishing Group. Glenberg, A. M. (2008). Embodied Cognition. Scientific American: Mind Matters. http://science-community.sciam.com/blog-entry/Mind-Matters/Thinking-Bod… Glenberg, A. M. (2014). How acting out in school boosts learning. Scientific American Mind Matters, http://www.scientificamerican.com/article/how-acting-out-in-school-boos… Glenberg, A. M., & Proffitt, D. R. (2015). Is a computerized brain far-fetched? The New York Times, October 19, 2015. Glenberg, A. M. (2019). Hearing hate speech primes your brain for hateful actions. The Conversation, https://theconversation.com/hearing-hate-speech-primes-your-brain-for-h…. Glenberg, A. M. (2021). Why Biden’s plans have popular appeal. The New York Times, May 10, 2021. Glenberg, A. M., & Lanphier, E. (July/August 2021). Energizing the undergraduate pipeline. Association for Psychological Science Observer.
Research Activity
  • Glenberg,Arthur Mitchell*, Restrepo,Maria Adelaida, Restrepo,Maria Adelaida, Walker,Erin Ashley, Walker,Erin Ashley. DIP: EMBRACEing English Language Learners with Technology. NSF-CISE-IRIS(9/15/2013 - 8/31/2017).
  • Johnson,Mina Catherine*, Johnson,Mina Catherine*, Johnson,Mina Catherine*, Campana,Ellen, Campana,Ellen, Coleman,Grisha, Glenberg,Arthur Mitchell, Kelliher,Aisling G, Kelliher,Aisling G, Kinach,Barbara, Megowan,Colleen, Megowan,Colleen, Savenye,Wilhelmina C, Tinapple,David A. Embodied STEM Learning Across Technolog-Based Learning Environments. NSF-EHR(8/15/2010 - 7/31/2016).
  • Birchfield,David A*, Gee,Elisabeth Ruth, Gee,James Paul, Glenberg,Arthur Mitchell, Johnson,Mina Catherine, Kelliher,Aisling G, Kelliher,Aisling G. Gaming SMALLAB: a game-like approach to embodied learning. MACARTHUR FDN(7/1/2008 - 1/31/2011).
  • Glenberg,Arthur Mitchell*. Symbol Grounding as an Educational Tool. NSF-ENG-BCS(5/1/2008 - 4/30/2011).
Courses
2022 Fall
Course Number Course Title
PSY 799 Dissertation
2020 Spring
Course Number Course Title
PSY 598 Special Topics
PSY 432 Embodied Cognition
2019 Fall
Course Number Course Title
PSY 598 Special Topics
PSY 592 Research
PSY 529 Embodied Cognition
Presentations
  • Soliman, T., Gibson, A., & Glenberg, A. M. Culture affects visual distance estimation. Psychonomic Society, St. Louis, MO (Nov 2010).
  • Marsh, E. R., & Glenberg, A. M. Head orientation contributes to visual statistical learning. Psychonomic Society, St. Louis, MO (Nov 2010).
  • Glenberg, A. M. Knowing beans: Human mirror mechanisms revealed through motor adaptation. colloquium (Oct 2010).
  • Glenberg, A. M. Knowing beans: Human mirror mechanisms revealed through motor adaptation. colloquium (Oct 2010).
  • Glenberg, A. M. Premotor cortex, action control, and language. ARMADILLO conference (Oct 2010).
  • Wolford, J., Glenberg, A. M., Gibson, B. R., Goldberg A. B., & Xiaojin, Z. Improving reading to improve math. Society for Text & Discourse, Chicago, IL (Jul 2010).
  • Glenberg, A. M. Knowing beans: Human mirror mechanisms revealed through motor adaptation. colloquium (Mar 2010).
  • Glenberg, A. M. Embodiment for education. colloquium (Mar 2010).
  • Havas, D.A. & Glenberg, A. M. Embodied mechanisms of social cognition: Cosmetic use of botulinum toxin affects emotional language processing. Symposium on Feeling, thinking, and the body: Developments in embodied cognition, Society for Person (Jan 2010).
  • Perea, E. F. & Glenberg, A.M. Active Learning in Intro to Stats. Roundtable Presentation at the Annual Teaching Preconference Meeting of the Society of Personality a (Jan 2010).
  • Marsh, E. R., Glenberg, A. M., & Valdez, A. (November, 2009). The embodied statistician. Poster presented at the meeting of the Psychonomic Society, Boston, MA (Nov 2009).
  • Sato, M., Grabski,K., Brisebois, A., Glenberg, A. M., Basirat, A., M é nard, L., Cattaneo, L. (October, 2009). Use-induced motor plasticity affects speech perception. Poster presented at the Neurobiology of Language conference, Chicago (Oct 2009).
  • Glenberg, A. M. (October, 2009). Embodiment as a unifying approach to psychology. University of Nevada, Las Vegas (Oct 2009).
  • Glenberg, A. M. (October, 2009). Premotor cortex, action control, and language. Math & Cognition seminar, ASU (Oct 2009).
  • Glenberg, A. M. (October, 2009). Premotor cortex, action control, and language. CLL seminar, ASU (Oct 2009).
  • Glenberg, A. M. (October, 2009). Symposium on the Future of Cognitive Science, Festival della Scienza, Genoa, Italy. Using your body to understand language. Symposium on the Future of Cognitive Science, Festival della Scienza, Genoa, Italy (Oct 2009).
  • Glenberg, A. M. (October, 2009). . Embodiment as a unifying approach to psychology. University of Genoa, Italy (Oct 2009).
  • Glenberg, A. M. Premotor cortex, action control, and language. Society for Text & Discourse, Rotterdam, The Netherlands (Jul 2009).
  • Glenberg, A. M. (May, 2009). Embodiment as a unifying approach to psychology. Invited Symposium on the Architecture of Cognition, Association for Psychological Science, San Franc (May 2009).
  • 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 (Mar 2009).
  • Glenberg, A. M. Embodiment for Education. Applied Linguistics Prograsm (Feb 2009).
  • Glenberg, A. M. (January, 2009). Embodiment as a unifying approach to psychology. . Embodiment as a unifying approach to psychology. Festschrift for Robert Bjork, Los Angeles (Jan 2009).
  • Sato, M., Brisebois, A., Grabski, K., Basirat, A, Ménard, L, Glenberg, A. M., & Cattaneo, L. Use-induced plasticity and speech perception. Speech and Face to Face Communication Workshop (Oct 2008).
  • Glenberg, A. M. Premotor cortex, action control, and language. University of Chicago invited colloquium (May 2008).
  • Glenberg, A. M. Gender, emotion, and language. University of California, San Diego invited colloquim (May 2008).
  • Glenberg, A. M. Embodiment for Education. AERA (Mar 2008).
  • Richmond, E. K., Glenberg, A., & Levin, J. Learning science from text: The importance of grounding written words. AERA (Mar 2008).
  • Marley, S. C., Szabo, Z. R., Levin, J. R., and Glenberg, A. M. Activity, Observed Activity, and Children’s Recall of Orally Presented Narrative Passages. AERA (Mar 2008).
Service
  • Human Neuroscience Search, Committee Member (2010 - Present)
  • Learning Sciences Institute Senior Scientist Search, Committee Member (2010 - Present)
  • Journal of Educational Psychology, Editorial Board (2010 - Present)
  • Personnel Committee, Chair (2010 - Present)
  • Perspectives on Psychological Science, Editorial Board (2010 - Present)
  • Institute of Eduction Sciences, panel member (2009 - Present)
  • Faculty Evaluation Committee, member (2009 - Present)
  • Honors Committee, Committee Member (2008 - Present)
  • Honors Committee, Committee Member (2008 - Present)
  • Honors Committee, Committee Member (2008 - Present)
  • Planning and Advisory Committee, Committee Member (2008 - Present)
  • Planning and Advisory Committee, Committee Member (2008 - Present)
  • Planning and Advisory Committee, Committee Member (2008 - Present)
  • Applied Linguistics Affiliated Faculty, Faculty (2008 - Present)
  • Applied Linguistics Affiliated Faculty, Faculty (2008 - Present)
  • Applied Linguistics Affiliated Faculty, Faculty (2008 - Present)
  • NCIAS Faculty Search Committee, Committee Members (2008 - Present)
  • AME, Affiliated Faculty (2008 - Present)
  • AME, Affiliated Faculty (2008 - Present)
  • AME, Affiliated Faculty (2008 - Present)
  • Journal of Educational Psychology, Editorial Board (2008 - Present)
  • Reviews for multiple journals and agencies (see additional information), reviewer (2008 - Present)
  • Reviews for multiple journals and agencies (see additional information), reviewer (2008 - Present)
  • Reviews for multiple journals and agencies (see additional information), reviewer (2008 - Present)
  • Integration and Transfer of Action and Language Knowledge in Robots, Advisory Board (2007 - Present)
  • Integration and Transfer of Action and Language Knowledge in Robots, Advisory Board (2007 - Present)
  • Integration and Transfer of Action and Language Knowledge in Robots, Advisory Board (2007 - Present)
  • Society for Text & Discourse Awards Committee, member (2007 - Present)
  • Society for Text & Discourse Awards Committee, member (2007 - Present)
  • Society for Text and Discourse/ Awards Committee, Committee Members (2007 - Present)
  • Journal of Cognitive Systems Research, Editorial Board (1998 - Present)
  • Journal of Cognitive Systems Research, Editorial Board (1998 - Present)
  • Journal of Cognitive Systems Research, Editorial Board (1998 - Present)
  • Memory & cognition, Editorial Board (1995 - Present)
  • Memory & cognition, Editorial Board (1995 - Present)
  • Memory & cognition, Editorial Board (1995 - Present)
  • Psychonomic Bulletin & Review, Editorial Board (1995 - Present)
  • Psychonomic Bulletin & Review, Editorial Board (1995 - Present)
  • Psychonomic Bulletin & Review, Editorial Board (1995 - Present)
  • Society for Text and Discourse, Governing Board (2005 - 2008)
Expertise Areas
Cognitive Science
Embodied Cognition
Language
Psychology
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