Embodied Language: A Review of the Role of the Motor System in Language Comprehension

By Martin H. Fischer, Rolf A. Zwaan. Quarterly Journal of Experimental Psychology, 2008

902 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/67b91e1df5fa4ba86ca32fa9a4b1e6cbc738d0c1

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Words as tools and the problem of abstract words meanings (2009, background): “Despite the impressive amount of evidence collected in the last years (for reviews see Barsalou, 2008; Borghi, 2005; Fischer & Zwaan, 2008; Martin, 2007; Pulvermüller, 2005), embodied views of concepts and language still have a series of problems to face.”
Abstract concepts: sensory-motor grounding, metaphors, and beyond (2011, background): “The scope problem is related to two questions; the necessity question and the sufficiency question (Fischer & Zwaan, 2008).”
Motivating Goal-Directed Behavior Through Introspective Self-Talk (2010, methodology): “…methods to understand behavior (Ericsson & Simon, 1980; Locke, 2009), how the form of one’s thoughts influences actions has been rarely the focus of contemporary psychological investigation (for notable exceptions, see, e.g., Delaney, Ericsson, & Knowles, 2004; Dulany, 1991; Fischer & Zwaan, 2008).”
Conceptual representations in mind and brain: theoretical developments, current evidence and future directions. (2012, background): “It is known that visual recognition of natural objects is more demanding than that of artifact objects because many natural objects (e.g., different animal exemplars) have a similar overall shape rendering perceptual differentiation difficult (Lloyd-Jones and Humphreys, 1997).”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “…VISUOMOTOR SKILLS, AND ACHIEVEMENT 30 supported by research in embodied cognition (Balcetis & Cole, 2009; Barsalou, 1999; Boncoddo et al., 2010; Fischer & Zwaan, 2008), with coupling between movement, the body, and EF improving learning for prekindergarten children (Boncoddo et al., 2010).”
Control over the AssoCiAtion of Power And size (2009, background): “Fiske, S. T., & Berdahl, J. L. (2007). Social power. In A. W. Kruglanski & E. T. Higgins (Eds.), Social psychology, second edition: Handbook of basic principles (pp. 678-692). New York: Guilford. Fiske, S. T., & Neuberg, S. L. (1990). A continuum of impression formation from category-based to indivi”
The relevance of emotion for language and linguistics (2012, background): “Cognition, in its turn, has been increasingly considered as being grounded in motion and action, cf. Fischer & Zwaan (2008).”
Thinking in Words: Language as an Embodied Medium of Thought (2014, background): “An ever increasing body of evidence suggests that action and perception systems play an important role in cognitive processes (for reviews see Barsalou, 2008; Fischer & Zwaan, 2008; Kemmerer, 2010).”
Concreteness ratings for 40 thousand generally known English word lemmas (2013, background): “Concreteness gained extra interest within the embodied view of cognition (Barsalou, 1999; Fischer & Zwaan, 2008; Wilson, 2002)—in particular, when neuroscience established that words referring to easily perceptible entities coactivate the brain regions involved in the perception of those entities.”
Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children (2014, background): “This theory postulates that the body and neural substrates underlying the motor system play a role in language comprehension (Fischer & Zwaan, 2008), memory (Barsalou, 1999), problem solving (Boncoddo, Dixon, & Kelley, 2010), and self-regulation (Balcetis & Cole, 2009).”