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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

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
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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

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
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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

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
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Description
In this work we analyze just what makes the topic of third party voting so intriguing to voters and why it is different than voting for one of the major parties in American politics. First, we will discuss briefly the history of politics in America and what makes it exciting.

In this work we analyze just what makes the topic of third party voting so intriguing to voters and why it is different than voting for one of the major parties in American politics. First, we will discuss briefly the history of politics in America and what makes it exciting. Next, we will outline some of the works by other political and economic professionals such as Hotelling, Lichtman and Rietz. Finally, using the framework described beforehand this paper will analyze the different stances that voters, candidates, and others involved in the political process of voting have regarding the topic of third party voting.
ContributorsMcElroy, Elizabeth (Co-author) / Beardsley, James (Co-author) / Foster, William (Thesis director) / Goegan, Brian (Committee member) / Department of Economics (Contributor) / School of International Letters and Cultures (Contributor) / Economics Program in CLAS (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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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

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
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Description
Cannabis use has been purported to cause an amotivation-like syndrome among users. The purpose of this study was to investigate whether third party observers noticed amotivation among cannabis users. Participants in this study were 72 undergraduate university students, with a mean age of M=19.20 years old (SD=2.00). Participants nominated Informants

Cannabis use has been purported to cause an amotivation-like syndrome among users. The purpose of this study was to investigate whether third party observers noticed amotivation among cannabis users. Participants in this study were 72 undergraduate university students, with a mean age of M=19.20 years old (SD=2.00). Participants nominated Informants who knew them well and these informants completed a version of the 18-item Apathy Evaluation Scale. Results indicated that more frequent cannabis use was associated with higher informant-reported levels of amotivation, even when controlling for age, sex, psychotic-like experiences, SES, alcohol use, tobacco use, other drug use, and depression symptoms (β=0.34, 95% CI: 0.04, 0.64, p=.027). A lack of motivation severe enough to be visible by a third party has the potential to have negative social impacts on individuals who use cannabis regularly.
ContributorsWhite, Makita Marie (Author) / Meier, Madeline (Thesis director) / Glenberg, Arthur (Committee member) / Pardini, Dustin (Committee member) / School of Art (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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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

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
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Description
Previous research demonstrated the overall efficacy of an embodied language intervention (EMBRACE) that taught pre-school children how to simulate (imagine) language in a heard narrative. However, EMBRACE was not effective for every child. To try to explain this variable response to the intervention, the video recordings made during the

Previous research demonstrated the overall efficacy of an embodied language intervention (EMBRACE) that taught pre-school children how to simulate (imagine) language in a heard narrative. However, EMBRACE was not effective for every child. To try to explain this variable response to the intervention, the video recordings made during the four-day intervention sessions were assessed and emotion was coded. Each session was emotion-coded for child emotions and for child-researcher emotions. The child specific emotions were 1) engagement in the task, this included level of participation in the activity, 2) motivation/attention to persist and complete the task, as well as stay focused, and 3) positive affect throughout the session. The child-researcher specific emotions were 1) engagement with each other, this involved how the child interacted with the researcher and under what context, and 2) researcher’s positive affect, this incorporated how enthusiastic and encouraging the researcher was throughout the session. It was hypothesized that effectiveness of the intervention would be directly correlated with the degree that the child displayed positive emotions during the intervention. Thus, the analysis of these emotions should highlight differences between the control and EMBRACE group and help to explain variability in effectiveness of the intervention. The results did indicate that children in the EMBRACE group generally had a significantly higher positive affect compared to the control group, but these results did not influence the ability for the child to effectively recall or moderate the EEG variables in the post-test. The results also showed that children who interacted with the researcher more tended to be in the EMBRACE group, whereas children who did not interact with the researcher more frequently were in the control group, showing that the EMBRACE intervention ended up being a more collaborative task.
ContributorsOtt, Lauren Ruth (Author) / Glenberg, Arthur (Thesis director) / Presson, Clark (Committee member) / Kupfer, Anne (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Embodiment refers to the interactions between the brain, the body, one’s behavior, and the surrounding physical and social worlds (Glenberg, 2010). Embodied cognition can be utilized to teach various aspects of human behavior, especially life skills. Psychologists have defined self-regulation as managing one’s thoughts, emotions, and behaviors to achieve goals

Embodiment refers to the interactions between the brain, the body, one’s behavior, and the surrounding physical and social worlds (Glenberg, 2010). Embodied cognition can be utilized to teach various aspects of human behavior, especially life skills. Psychologists have defined self-regulation as managing one’s thoughts, emotions, and behaviors to achieve goals (Rosanbalm & Murray, 2017; Dettmer et al., 2020). In this study, researchers examined the interaction of these concepts to determine whether embodied cognitive tasks could facilitate self-regulation skills in a sample of preschoolers and kindergarteners. Researchers recruited twenty-six participants aged three to six from ASU’s Child Study Lab. Researchers matched participants on PPVT scores, and one from each pair was randomly assigned to the traditional (control) group while the other was assigned to the embodied (experimental) group. In phase one, the embodied group received four sequential thought lesson plans based on physical manipulation of materials. The traditional group received four sequential thought lesson plans in a traditional, two-dimensional format. In phase two, all participants received four traditional-style impulse control lesson plans. Researchers used a factorial ANOVA to analyze both groups’ pre and post-test data in each phase. In phase one, the children in the embodied group displayed greater improvements in sequential thought skills than their counterparts in the traditional group, who only slightly improved overall. In phase two, the previously-embodied group ended with a higher average post-test score than the traditional group. This interaction effect could be attributed to the differences in training methods received in the sequential thought phase. This study would need to be replicated with a larger, more representative sample to determine a statistically significant effect.
ContributorsConway, Bryn (Author) / McKinney, Keagan (Co-author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2022-05
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Description
Embodiment refers to the interactions between the brain, the body, one’s behavior, and the surrounding physical and social worlds (Glenberg, 2010). Embodied cognition can be utilized to teach various aspects of human behavior, especially life skills. Psychologists have defined self-regulation as managing one’s thoughts, emotions, and behaviors to achieve goals

Embodiment refers to the interactions between the brain, the body, one’s behavior, and the surrounding physical and social worlds (Glenberg, 2010). Embodied cognition can be utilized to teach various aspects of human behavior, especially life skills. Psychologists have defined self-regulation as managing one’s thoughts, emotions, and behaviors to achieve goals (Rosanbalm & Murray, 2017; Dettmer et al., 2020). In this study, researchers examined the interaction of these concepts to determine whether embodied cognitive tasks could facilitate self-regulation skills in a sample of preschoolers and kindergarteners. Researchers recruited twenty-six participants aged three to six from ASU’s Child Study Lab. Researchers matched participants on PPVT scores, and one from each pair was randomly assigned to the traditional (control) group while the other was assigned to the embodied (experimental) group. In phase one, the embodied group received four sequential thought lesson plans based on physical manipulation of materials. The traditional group received four sequential thought lesson plans in a traditional, two-dimensional format. In phase two, all participants received four traditional-style impulse control lesson plans. Researchers used a factorial ANOVA to analyze both groups’ pre and post-test data in each phase. In phase one, the children in the embodied group displayed greater improvements in sequential thought skills than their counterparts in the traditional group, who only slightly improved overall. In phase two, the previously-embodied group ended with a higher average post-test score than the traditional group. This interaction effect could be attributed to the differences in training methods received in the sequential thought phase. This study would need to be replicated with a larger, more representative sample to determine a statistically significant effect.
ContributorsMcKinney, Keagan (Author) / Conway, Bryn (Co-author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Politics and Global Studies (Contributor) / Department of Psychology (Contributor)
Created2022-05