Matching Items (16)
Filtering by
- All Subjects: Embodied Cognition
- All Subjects: Dyslexia
- Creators: Glenberg, Arthur
- Creators: Peter, Beate
- Resource Type: Text
Description
Categories are often defined by rules regarding their features. These rules may be intensely complex yet, despite the complexity of these rules, we are often able to learn them with sufficient practice. A possible explanation for how we arrive at consistent category judgments despite these difficulties would be that we may define these complex categories such as chairs, tables, or stairs by understanding the simpler rules defined by potential interactions with these objects. This concept, called grounding, allows for the learning and transfer of complex categorization rules if said rules are capable of being expressed in a more simple fashion by virtue of meaningful physical interactions. The present experiment tested this hypothesis by having participants engage in either a Rule Based (RB) or Information Integration (II) categorization task with instructions to engage with the stimuli in either a non-interactive or interactive fashion. If participants were capable of grounding the categories, which were defined in the II task with a complex visual rule, to a simpler interactive rule, then participants with interactive instructions should outperform participants with non-interactive instructions. Results indicated that physical interaction with stimuli had a marginally beneficial effect on category learning, but this effect seemed most prevalent in participants were engaged in an II task.
ContributorsCrawford, Thomas (Author) / Homa, Donald (Thesis advisor) / Glenberg, Arthur (Committee member) / McBeath, Michael (Committee member) / Brewer, Gene (Committee member) / Arizona State University (Publisher)
Created2014
Description
Simulation theory states that text comprehension is achieved by simulating (or imagining) text content using motor, perceptual, and emotional systems. Hence, motor skill should correlate with comprehension skill. In fact, previous research has linked fine motor skills (FMS) with word processing and mathematical skills. I predicted a positive relationship between FMS and reading comprehension. Children enrolled in a reading comprehension intervention were assessed on FMS using the Movement ABC-2. There was a significant correlation between FMS and comprehension of narrative texts, but contrary to the prediction, the correlation was negative. Also unexpected, the control condition performed better on comprehension questions than the intervention conditions. To try to understand these results, we examined the time each child took to answer the comprehension questions. Many children answered the questions quickly, and average time to answer the questions was strongly correlated with comprehension scores. Children may have been answering questions quickly (and randomly) in order to advance to the next story. Nonetheless, the data do not support a relationship between FMS and reading comprehension.
ContributorsWeiss, Julia (Author) / Glenberg, Arthur (Thesis director) / Gomez Franco, Ligia (Committee member) / Peter, Beate (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Both dialogic reading and embodied cognition have showed to be effective strategies in the development of early literacy skills. Additionally, the use of electronic books has been found to also have a positive effect, including in combination with dialogic reading. The effectiveness of dialogic reading and embodied strategy while reading an e-book has not been compared. The purpose of the study is to determine if embodied cognition can improve dialogic reading practices and possibly offer a theoretical framework for why dialogical reading practices work. Additionally, this study aims to determine the impact of embodied cognition and dialogic reading on the development of both vocabulary and story recall skills in preschool-aged children. Twenty-nine preschool children between the ages of 3 and 5 years old took part in a matched pairs experiment that included reading an e-book. Children in the experimental groups received four readings of either an embodied cognition condition or a dialogic reading condition. Following the four readings, the groups switched treatment. The children who received the embodied cognition conditions scored significantly higher on both story recall and vocabulary acquisition compared to those in the dialogic reading and control groups. Results of the study suggest embodied cognition in conjugation with dialogic reading practices could provide a more effective and improved model for promoting early literacy skills.
ContributorsMedrano, Danielle Alessandra (Author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Gomez, Ligia (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Sport is a widespread phenomenon across human cultures and history. Unfortunately, positive emotions in sport have been long vaguely characterized as happy or pleasant, or ignored altogether. Recent emotion research has taken a differentiated approach, however, suggesting there are distinct positive emotions with diverse implications for behavior. The present study applied this evolutionarily informed approach in the context of sport to examine which positive emotions are associated with play. It was hypothesized that pride, amusement, and enthusiasm, but not contentment or awe, would increase in Ultimate Frisbee players during a practice scrimmage. Further, it was hypothesized that increases in pride and amusement during practice would be differentially associated with sport outcomes, including performance (scores, assists, and defenses), subjective social connectedness, attributions of success, and attitudes toward the importance of practice. It was found that all positive emotions decreased during practice. It was also found that increases in pride were associated with more scores and greater social connectedness, whereas increases in amusement were associated with more assists. The present study was one of the first to examine change in positive emotions during play and to relate them to specific performance outcomes. Future studies should expand to determine which came first: emotion or performance.
ContributorsKuna, Jacob Anthony (Author) / Shiota, Michelle (Thesis director) / Glenberg, Arthur (Committee member) / Danvers, Alexander (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
Anorexia Nervosa is an increasing problem in today's day and age. With the overbearing messages of what the media portrays to be beautiful, some people are responding by engaging in unhealthy eating habits. By taking embodied cognition into consideration, there may be a method to help treat people with Anorexia Nervosa that has not been attempted yet. According to embodied cognition, the body influences the way a person thinks (Glenberg, 2010). If people with Anorexia Nervosa are thinking in unhealthy ways in terms of their body, providing relief from these unhealthy forms of thinking may come in the form of using a surrogate body: a virtual avatar in a video game. Through explanation and integration of the Embodied Social Presence Theory, the use of a virtual avatar as a surrogate body for victims of Anorexia Nervosa becomes a probable and viable method of ushering treatment. The avatars are not an explicit treatment of Anorexia Nervosa, but rather a way to allow actual treatment and therapy to be more successful.
ContributorsBrazones, Katelyn Suzette (Author) / Facinelli, Diane (Thesis director) / Glenberg, Arthur (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
The purpose of this project was to investigate the hypothesis that adults with dyslexia tend to have lower accuracies in and take longer to process tasks involving the serial order of letters, compared to age and gender-matched controls. In Experiment 1, participants evaluated word pairs for differences. Half of the word pairs that they evaluated were the same, whereas the remaining word pairs differed along specific parameters such as sequential rearrangements ("left" vs "felt"), left/right reversals ("cob" vs "cod"), up/down reversals ("best" vs "pest"), homophones ("grown" vs "groan"), visual letter similarities ("tight" vs "fight"), and generic substitutions ("moan" vs "loan"). The response times and accuracies of both groups were recorded. In Experiment 2, the participants spelled single words to dictation using the spelling subtest from the Wechsler Individual Achievement Test\u2014II. Spelling errors were evaluated for errors such as sequential rearrangements, left/right reversals, homophones, substitutions, orthographic violations, omissions, and insertions. An example of a spelling error is the word "excitement" misspelled as "excietment", which involves a sequential rearrangement error. Another example is the word "apparently" misspelled as "aparently,", which involves an error of omission. Error frequencies within these error types for both groups were recorded. Experiment 3 evaluated whether left/right reversal errors during the letter-naming Rapid Automatized Naming and Rapid Alternating Stimulus (RAN/RAS) task were associated with left/right errors during word pair comparison and spelling and whether these visual reversal errors were also associated with errors of serial order. The group with dyslexia was split into two groups: group 1 included participants who did not make any left/right reversals during the RAN/RAS task and group 2 included participants who did make left/right reversals during the RAN/RAS task. The accuracies and reaction times of these three groups during the comparison and spelling assessments were recorded. The results of experiment 1 revealed that that adults with dyslexia had a significantly higher reaction time and lower accuracy during the sequential rearrangement and left/right reversal conditions. Experiment 2 demonstrated that the group with dyslexia made significantly more spelling errors during the homophone and omission conditions. The results of Experiment 3 showed associations between the sequential rearrangement and left/right conditions in both the word pair comparison and spelling task for participants with dyslexia who made left/right reversals during the RAN/RAS task. Overall, the participants with dyslexia who made left/right reversals during the RAN/RAS task seemed to have greater difficulty understanding the orientation of letters that occur on a horizontal plane, since this underlying pattern of errors was also seen throughout the spelling and word comparison tasks. These results show that left/right reversals and errors of serial order are evident in some, but not all adults with dyslexia. These errors may also characterize a distinct subtype of dyslexia. Further, errors of left/right reversal and serial order appear to be associated, so left/right reversals may represent a special form of serial order error that involves a change in the order of visual processing in the horizontal but not vertical axis of letter orientation.
ContributorsAlbert, Andria (Author) / Peter, Beate (Thesis director) / Gray, Shelley (Committee member) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
The International Dyslexia Association defines dyslexia as a learning disorder that is characterized by poor spelling, decoding, and word recognition abilities. There is still no known cause of dyslexia, although it is a very common disability that affects 1 in 10 people. Previous fMRI and MRI research in dyslexia has explored the neural correlations of hemispheric lateralization and phonemic awareness in dyslexia. The present study investigated the underlying neurobiology of five adults with dyslexia compared to age- and sex-matched control subjects using structural and functional magnetic resonance imaging. All subjects completed a large battery of behavioral tasks as part of a larger study and underwent functional and structural MRI acquisition. This data was collected and preprocessed at the University of Washington. Analyses focused on examining the neural correlates of hemispheric lateralization, letter reversal mistakes, reduced processing speed, and phonemic awareness. There were no significant findings of hemispheric differences between subjects with dyslexia and controls. The subject making the largest amount of letter reversal errors had deactivation in their cerebellum during the fMRI language task. Cerebellar white matter volume and surface area of the premotor cortex was the largest in the individual with the slowest reaction time to tapping. Phonemic decoding efficiency had a high correlation with neural activation in the primary motor cortex during the fMRI motor task (r=0.6). Findings from the present study suggest that brain regions utilized during motor control, such as the cerebellum, premotor cortex, and primary motor cortex, may have a larger role in dyslexia then previously considered. Future studies are needed to further distinguish the role of the cerebellum and other motor regions in relation to motor control and language processing deficits related to dyslexia.
ContributorsHoulihan, Chloe Carissa Prince (Author) / Rogalsky, Corianne (Thesis director) / Peter, Beate (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This study investigates whether children who are Dual Language Learners (DLLs) and who have poor reading comprehension will benefit from participating in the EMBRACE intervention. The reading comprehension program is based on the Theory of Embodied Cognition, which focuses on the embodied nature of language comprehension. Our understanding of language is based on mental representations that we create through experiences and are integrated with according sensorimotor information. Therefore, by engaging the motor and language system through reading stories on an iPad that prompt the children to manipulate images on-screen, we might improve children's reading strategies and comprehension scores. Fifty-six children participated in reading three stories and answering related questions over a period of two weeks. Results showed that the intervention was successful in increasing reading comprehension scores in the physical manipulation condition but not in the imaginary manipulation condition. Although lower motor skill scores positively correlated with lower comprehension skills, the children's motor deficits did not moderate their performance on the intervention.
ContributorsValentin, Andrea Cristina (Author) / Glenberg, Arthur (Thesis director) / Restrepo, Maria Adelaida (Committee member) / Adams, Ashley M. (Committee member) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The premise of the embodied cognition hypothesis is that cognitive processes require emotion, sensory, and motor systems in the brain, rather than using arbitrary symbols divorced from sensorimotor systems. The hypothesis explains many of the mechanisms of mental simulation or imagination and how they facilitate comprehension of concepts. Some forms of embodied processing can be measured using electroencephalography (EEG), in a particular waveform known as the mu rhythm (8-13 Hz) in the sensorimotor cortex of the brain. Power in the mu band is suppressed (or de-synchronized) when an individual performs an action, as well as when the individual imagines performing the action, thus mu suppression measures embodied imagination. An important question however is whether the sensorimotor cortex involvement while reading, as measured by mu suppression, is part of the comprehension of what is read or if it is arises after comprehension has taken place. To answer this question, participants first took the Gates-MacGinitie reading comprehension test. Then, mu-suppression was measured while participants read experimental materials. The degree of mu-suppression while reading verbs correlated .45 with their score on the Gates-MacGinitie test. This correlation strongly suggests that the sensorimotor system involvement while reading action sentences is part of the comprehension process rather than being an aftereffect.
ContributorsMarino, Annette Webb (Author) / Glenberg, Arthur (Thesis director) / Presson, Clark (Committee member) / Blais, Chris (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
More than a century of research has investigated the etiology of dyslexia, coalescing around ‘phonological awareness’ – the ability to recognize and manipulate phonemes – as a trait typically deficient in reading disorders. Meanwhile, the last few decades of research in neuroscience have highlighted the brain as a predictive organ, which subliminally calibrates sensory expectations according to experience. Do the brains of adults with dyslexia respond differently than those of matched controls to expected tones and unexpected omissions? While auditory oddball paradigms have previously been used to study dyslexia, these studies often interpret group differences to indicate deficit auditory discrimination rather than deficit auditory prediction. The current study takes a step toward fusing theories of predictive coding and dyslexia, finding that event-related potentials related to auditory prediction are attenuated in adults with dyslexia compared with typical controls. It further suggests that understanding dyslexia, and perhaps other psychiatric disorders, in terms of contributory neural systems will elucidate shared and distinct etiologies.
ContributorsBennett, Augustin (Author) / Peter, Beate (Thesis advisor) / Daliri, Ayoub (Committee member) / Goldinger, Stephen (Committee member) / Arizona State University (Publisher)
Created2023