References
- Adamson, L. B., Bakeman, R., & Brandon, B. (2015). How parents introduce new words to young children: The influence of development and developmental disorders. Infant Behavior & Development, 39, 148–158. DOI: 10.1016/j.infbeh.2015.02.008
- Albaret, J.-M., & de Castelnau, P. (2009). Place des troubles de la motricité dans les troubles spécifiques du langage oral. Développements, 1, 5–13. DOI: 10.3917/devel.001.0005
- Anderson, N. J., Graham, S. A., Prime, H., Jenkins, J. M., & Madigan, S. (2021). Linking quality and quantity of parental linguistic input to child language skills: A meta-analysis. Child Development, 92(2), 484–501. DOI: 10.1111/cdev.13508
- Andrews, M., Vigliocco, G., & Vinson, D. (2009). Integrating experiential and distributional data to learn semantic representations. Psychological Review, 116(3), 463–498. DOI: 10.1037/a0016261
- Bar, M. (2004). Visual objects in context. Nature Reviews Neuroscience, 5(8), 617–629. DOI: 10.1038/nrn1476
- Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22(4), 577–660. DOI: 10.1017/S0140525X99002149
- Barsalou, L. W., & Wiemer-Hastings, K. (2005).
Situating abstract concepts . In D. Pecher & R. A. Zwaan (Eds.), Grounding cognition: The role of perception and action in memory, language, and thinking (pp. 129–163). Cambridge University Press. DOI: 10.1017/CBO9780511499968.007 - Beecher, C. C., & Van Pay, C. K. (2020). Investigation of the effectiveness of a community-based parent education program to engage families in increasing language interactions with their children. Early Childhood Research Quarterly, 53, 453–463. DOI: 10.1016/j.ecresq.2020.04.001
- Borghi, A. M., Caramelli, N., & Setti, A. (2005). Conceptual information on objects’ locations. Brain and Language, 93(2), 140–151. DOI: 10.1016/j.bandl.2004.09.004
- Brunyé, T. T., Walters, E. K., Ditman, T., Gagnon, S. A., Mahoney, C. R., & Taylor, H. A. (2012). The fabric of thought: Priming tactile properties during reading influences direct tactile perception. Cognitive Science, 36(8), 1449–1467. DOI: 10.1111/j.1551-6709.2012.01268.x
- Burgoyne, K., Gardner, R., Whiteley, H., Snowling, M. J., & Hulme, C. (2018). Evaluation of a parent-delivered early language enrichment programme: Evidence from a randomised controlled trial. Journal of Child Psychology and Psychiatry, 59(5), 545–555. DOI: 10.1111/jcpp.12819
- Cartmill, E. A., Armstrong Iii, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences of the United States of America, 110(28), 11278–11283. DOI: 10.1073/pnas.1309518110
- da Silva, R. L., Labrecque, D., Caromano, F. A., Higgins, J., & Frak, V. (2018). Manual action verbs modulate the grip force of each hand in unimanual or symmetrical bimanual tasks. PLoS One, 13(2), e0192320–e0192320. DOI: 10.1371/journal.pone.0192320
- De Brigard, F., Umanath, S., & Irish, M. (2022). Rethinking the distinction between episodic and semantic memory: Insights from the past, present, and future. Memory & Cognition, 50(3), 459–463. DOI: 10.3758/s13421-022-01299-x
- de Koning, B. B., Bos, L. T., Wassenburg, S. I., & van der Schoot, M. (2017). Effects of a reading strategy training aimed at improving mental simulation in primary school children. Educational Psychology Review, 29(4), 869–889. DOI: 10.1007/s10648-016-9380-4
- de Koning, B. B., Wassenburg, S. I., Bos, L. T., & Van der Schoot, M. (2017). Size does matter: Implied object size is mentally simulated during language comprehension. Discourse Processes, 54(7), 493–503. DOI: 10.1080/0163853X.2015.1119604
- Dreyer, F. R., & Pulvermüller, F. (2018). Abstract semantics in the motor system? – An event-related fMRI study on passive reading of semantic word categories carrying abstract emotional and mental meaning. Cortex, 100, 52–70. DOI: 10.1016/j.cortex.2017.10.021
- Elmquist, M., Finestack, L. H., Kriese, A., Lease, E. M., & McConnell, S. R. (2020). Parent education to improve early language development: A preliminary evaluation of LENA Start™. Journal of Child Language (pp. 1–29). DOI: 10.1017/S0305000920000458
- Engelen, J. A. A., Bouwmeester, S., de Bruin, A. B. H., & Zwaan, R. A. (2011). Perceptual simulation in developing language comprehension. Journal of Experimental Child Psychology, 110(4), 659–675. DOI: 10.1016/j.jecp.2011.06.009
- Espey, L., Ghio, M., Bellebaum, C., & Bechtold, L. (2023). That means something to me: How linguistic and emotional experience affect the acquisition, representation, and processing of novel abstract concepts. Journal of Experimental Psychology: Learning, Memory, and Cognition. DOI: 10.1037/xlm0001236
- Flapper, B. C. T., & Schoemaker, M. M. (2013). Developmental coordination disorder in children with specific language impairment: Co-morbidity and impact on quality of life. Research in Developmental Disabilities, 34(2), 756–763. DOI: 10.1016/j.ridd.2012.10.014
- Frak, V., Labrecque, D., & Cohen, H. (2021). Action verbs drive motor activity in adolescents but not in children. Brain and Cognition, 148, 105673–105673. DOI: 10.1016/j.bandc.2020.105673
- Frak, V., Nazir, T., Goyette, M., Cohen, H., & Jeannerod, M. (2010). Grip force is part of the semantic representation of manual action verbs. PLoS One, 5(3), e9728–e9728. DOI: 10.1371/journal.pone.0009728
- Fricke, S., Burgoyne, K., Bowyer-Crane, C., Kyriacou, M., Zosimidou, A., Maxwell, L., Lervag, A., Snowling, M. J., & Hulme, C. (2017). The efficacy of early language intervention in mainstream school settings: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 58(10), 1141–1151. DOI: 10.1111/jcpp.12737
- Friedrich, M., Mölle, M., Friederici, A. D., & Born, J. (2020). Sleep-dependent memory consolidation in infants protects new episodic memories from existing semantic memories. Nature Communications, 11(1), 1298–1298. DOI: 10.1038/s41467-020-14850-8
- Gilkerson, J., Richards, J. A., Warren, S. F., Oller, D. K., Russo, R., & Vohr, B. (2018). Language experience in the second year of life and language outcomes in late childhood. Pediatrics, 142(4). DOI: 10.1542/peds.2017-4276
- Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard words. Language Learning and Development, 1(1), 23–64. DOI: 10.1207/s15473341lld0101_4
- 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(2), 165–171. DOI: 10.1037/cep0000056
- Glenberg, A. M., Brown, M., & Levin, J. R. (2007). Enhancing comprehension in small reading groups using a manipulation strategy. Contemporary Educational Psychology, 32(3), 389–399. DOI: 10.1016/j.cedpsych.2006.03.001
- Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-Lemonda, C. S., & Hirsh-Pasek, K. (2019). Language matters: Denying the existence of the 30-million-word gap has serious consequences. Child Development, 90(3), 985–992. DOI: 10.1111/cdev.13128
- Gómez, L. E., Badilla, M. G., Restrepo, M. L., Walker, E., & Glenberg, A. M. (2023). Embodied activity enhances young children’s STEM comprehension and vocabulary acquisition [Manuscript submitted for publication]. Department of Educational Psychology, Ball State University.
- Gómez, L. E., & Glenberg, A. M. (2021, September 20–29). Two types of embodied action improve children’s informational text comprehension [Conference presentation]. Embodied and Situated Language Processing Conference: Current Directions and Future Perspectives, Pavia, Italy.
- González, J., Barros-Loscertales, A., Pulvermüller, F., Meseguer, V., Sanjuán, A., Belloch, V., & Ávila, C. (2006). Reading cinnamon activates olfactory brain regions. NEUROIMAGE, 32(2), 906–912. DOI: 10.1016/j.neuroimage.2006.03.037
- Guellaï, B., Streri, A., & Yeung, H. H. (2014). The development of sensorimotor influences in the audiovisual speech domain: Some critical questions. Frontiers in Psychology, 5, 812–812. DOI: 10.3389/fpsyg.2014.00812
- Hart, B., & Risley, T. R. (1992). American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28(6), 1096–1105. DOI: 10.1037/0012-1649.28.6.1096
- Hauf, J. E. K., Nieding, G., & Seger, B. T. (2020). The development of dynamic perceptual simulations during sentence comprehension. Cognitive Processing, 21(2), 197–208. DOI: 10.1007/s10339-020-00959-7
- Hauk, O., Johnsrude, I., & Pulvermüller, F. (2004). Somatotopic representation of action words in human motor and premotor cortex. Neuron, 41(2), 301–307. DOI: 10.1016/S0896-6273(03)00838-9
- Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751–763. DOI: 10.1037/edu0000321
- Hommel, B., Müsseler, J., Aschersleben, G., & Prinz, W. (2001). The theory of event coding (TEC): A framework for perception and action planning. Behavioral and Brain Sciences, 24(5), 849–878. DOI: 10.1017/S0140525X01000103
- Horchak, O. V., & Garrido, M. V. (2022). Simulating background settings during spoken and written sentence comprehension. Psychonomic Bulletin & Review. DOI: 10.3758/s13423-022-02061-9
- Horchak, O. V., Giger, J.-C., Cabral, M., & Pochwatko, G. (2014). From demonstration to theory in embodied language comprehension: A review. Cognitive Systems Research 29–30, 66–85. DOI: 10.1016/j.cogsys.2013.09.002
- Hsu, N., Hadley, P. A., & Rispoli, M. (2017). Diversity matters: Parent input predicts toddler verb production. Journal of Child Language, 44(1), 63–86. DOI: 10.1017/S0305000915000690
- Huettig, F., Rommers, J., & Meyer, A. S. (2011). Using the visual world paradigm to study language processing: A review and critical evaluation. Acta Psychologica, 137(2), 151–171. DOI: 10.1016/j.actpsy.2010.11.003
- Hupp, J. M., Jungers, M. K., Porter, B. L., & Plunkett, B. A. (2020). The implied shape of an object in adults’ and children’s visual representations. Journal of Cognition and Development, 21(3), 368–382. DOI: 10.1080/15248372.2020.1741362
- Inkster, M., Wellsby, M., Lloyd, E., & Pexman, P. M. (2016). Development of embodied word meanings: Sensorimotor effects in children’s lexical processing. Frontiers in Psychology, 7. DOI: 10.3389/fpsyg.2016.00317
- Juárez, P.-G. F., Labrecque, D., & Frak, V. (2019). Assessing language-induced motor activity through Event Related Potentials and the Grip Force Sensor, an exploratory study. Brain and Cognition, 135, 103572–103572. DOI: 10.1016/j.bandc.2019.05.010
- Kelly, S. D., Özyürek, A., & Maris, E. (2010). Two sides of the same coin: Speech and gesture mutually interact to enhance comprehension. Psychological Science, 21(2), 260–267. DOI: 10.1177/0956797609357327
- Knoeferle, P., & Guerra, E. (2016). Visually Situated Language Comprehension. Language and Linguistics Compass, 10(2), 66–82. DOI: 10.1111/lnc3.12177
- Labrecque, D., Frak, C., & Frak, V. (2021, September 20–29). Exploring the motor grounding hypothesis in patients with Developmental Language Disorder [Conference presentation]. Embodied and Situated Language Processing Conference: Current Directions and Future Perspectives, Pavia, Italy.
- Laing, C. E. (2014). A phonological analysis of onomatopoeia in early word production. First Language, 34(5), 387–405. DOI: 10.1177/0142723714550110
- Lana, N., & Kuperman, V. (in press). Learning concrete and abstract novel words in emotional contexts: Evidence from incidental vocabulary learning. Language Learning and Development.
- Leonard, H. C. (2016). The impact of poor motor skills on perceptual, social and cognitive development: The case of developmental coordination disorder. Frontiers in Psychology, 7, 311–311. DOI: 10.3389/fpsyg.2016.00311
- Lund, T. C., Sidhu, D. M., & Pexman, P. (2019). Sensitivity to emotion information in children’s lexical processing. Cognition, 190, 61–71. DOI: 10.1016/j.cognition.2019.04.017
- Lynott, D., Connell, L., Brysbaert, M., Brand, J., & Carney, J. (2020). The Lancaster Sensorimotor Norms: Multidimensional measures of perceptual and action strength for 40,000 English words. Behavior Research Methods, 52(3), 1271–1291. DOI: 10.3758/s13428-019-01316-z
- Macedonia, M., Lehner, A. E., & Repetto, C. (2020). Positive effects of grasping virtual objects on memory for novel words in a second language. Scientific Reports, 10(1), 10760–10760. DOI: 10.1038/s41598-020-67539-9
- Maguire, E. A., & Mullally, S. L. (2013). The hippocampus: A manifesto for change. Journal of Experimental Psychology, 142(4), 1180–1189. DOI: 10.1037/a0033650
- McMurray, B., Apfelbaum, K. S., & Tomblin, J. B. (2022). The slow development of real-time processing: Spoken-word recognition as a crucible for new thinking about language acquisition and language disorders. Current Directions in Psychological Science, 31(4), 305–315. DOI: 10.1177/09637214221078325
- Meteyard, L., Bahrami, B., & Vigliocco, G. (2007). Motion detection and motion verbs: Language affects low-level visual perception. Psychological Science, 18(11), 1007–1013. DOI: 10.1111/j.1467-9280.2007.02016.x
- Meteyard, L., Cuadrado, S. R., Bahrami, B., & Vigliocco, G. V. (2012). Coming of age: A review of embodiment and the neuroscience of semantics. Cortex, 48(7), 788–804. DOI: 10.1016/j.cortex.2010.11.002
- Meteyard, L., Zokaei, N., Bahrami, B., & Vigliocco, G. (2008). Visual motion interferes with lexical decision on motion words. Current Biology, 18(17), R732–R733. DOI: 10.1016/j.cub.2008.07.016
- Morey, R. D., Kaschak, M. P., Díez-Álamo, A. M., Glenberg, A. M., Zwaan, R. A., Lakens, D., Ibáñez, A., García, A., Gianelli, C., Jones, J. L., Madden, J., Alifano, F., Bergen, B., Bloxsom, N. G., Bub, D. N., Cai, Z. G., Chartier, C. R., Chatterjee, A., Conwell, E., … Ziv-Crispel, N. (2022). A pre-registered, multi-lab non-replication of the action-sentence compatibility effect (ACE). Psychonomic Bulletin & Review, 29(2), 613–626. DOI: 10.3758/s13423-021-01927-8
- Moscovitch, M., Nadel, L., Winocur, G., Gilboa, A., & Rosenbaum, R. S. (2006). The cognitive neuroscience of remote episodic, semantic and spatial memory. Current Opinion in Neurobiology, 16(2), 179–190. DOI: 10.1016/j.conb.2006.03.013
- Motamedi, Y., Murgiano, M., Grzyb, B., Gu, Y., Kewenig, V., Brieke, R., Marshall, C., Wonnacott, E., Perniss, P., & Vigliocco, G. (2022). Language development beyond the here-and-now: Iconicity and displacement in child-directed communication [Manuscript submitted for publication]. DOI: 10.31234/osf.io/8rdmj
- Muraki, E. J., Siddiqui, I. A., & Pexman, P. M. (2022). Quantifying children’s sensorimotor experience: Child body-object interaction ratings for 3359 English words. Behavior Research Methods. DOI: 10.3758/s13428-022-01798-4
- Murgiano, M., Motamedi, Y., & Vigliocco, G. (2021). Situating language in the real-world: The role of multimodal iconicity and indexicality. Journal of Cognition, 4(1), 38. DOI: 10.5334/joc.113
- Nomikou, I., & Rohlfing, K. J. (2011). Language does something: Body action and language in maternal input to three-month-llds. IEEE Transactions on Autonomous Mental Development, 3(2), 113–128. DOI: 10.1109/TAMD.2011.2140113
- Özçalışkan, Ş., & Goldin-Meadow, S. (2005). Gesture is at the cutting edge of early language development. Cognition, 96(3), B101–B113. DOI: 10.1016/j.cognition.2005.01.001
- Pecher, D., Zeelenberg, R., & Barsalou, L. W. (2003). Verifying different-modality properties for concepts produces switching costs. Psychological Science, 14(2), 119–124. DOI: 10.1111/1467-9280.t01-1-01429
- Pereira, A., Smith, L., & Yu, C. (2014). A bottom-up view of toddler word learning. Psychonomic Bulletin & Review, 21(1), 178–185. DOI: 10.3758/s13423-013-0466-4
- Perniss, P., & Vigliocco, G. (2014). The bridge of iconicity: From a world of experience to the experience of language. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1654), 20140179. DOI: 10.1098/rstb.2014.0179
- Perniss, P., Vinson, D., & Vigliocco, G. (2020). Making sense of the hands and mouth: The role of “secondary” cues to meaning in british sign language and english. Cognitive Science, 44(7), e12868–n/a. DOI: 10.1111/cogs.12868
- Pexman, P. M. (2019). The role of embodiment in conceptual development. Language, Cognition and Neuroscience (pp. 1–10). DOI: 10.1080/23273798.2017.1303522
- Pexman, P. M., Hargreaves, I. S., Siakaluk, P. D., Bodner, G. E., & Pope, J. (2008). There are many ways to be rich: Effects of three measures of semantic richness on visual word recognition. Psychonomic Bulletin & Review, 15(1), 161–167. DOI: 10.3758/PBR.15.1.161
- Ponari, M., Norbury, C., & Vigliocco, G. (2018). Acquisition of abstract concepts is influenced by emotional valence. Developmental Science, 21(2). DOI: 10.1111/desc.12549
- Pulvermüller, F., Härle, M., & Hummel, F. (2001). Walking or Talking?: Behavioral and Neurophysiological Correlates of Action Verb Processing. Brain and Language, 78(2), 143–168. DOI: 10.1006/brln.2000.2390
- Reggin, L. D., Muraki, E. J., & Pexman, P. M. (2021). Development of abstract word knowledge. Frontiers in Psychology, 12, 686478–686478. DOI: 10.3389/fpsyg.2021.686478
- Renoult, L., & Rugg, M. D. (2020). An historical perspective on Endel Tulving’s episodic-semantic distinction. Neuropsychologia, 139, 107366–107366. DOI: 10.1016/j.neuropsychologia.2020.107366
- Rizzolatti, G., & Fabbri-Destro, M. (2009). Mirror neurons: From discovery to autism. Experimental Brain Research, 200(3–4), 223–237. DOI: 10.1007/s00221-009-2002-3
- Rowe, M. L., & Goldin-Meadow, S. (2009). Early gesture selectively predicts later language learning. Developmental Science. DOI: 10.1111/j.1467-7687.2008.00764.x
- Rowe, M. L., Özçalışkan, Ş., & Goldin-Meadow, S. (2008). Learning words by hand: Gesture’s role in predicting vocabulary development. First Language, 28(2), 182–199. DOI: 10.1177/0142723707088310
- Schwarz, A. L., Van Kleeck, A., Maguire, M. J., & Abdi, H. (2017). Do acting out verbs with dolls and comparison learning between scenes boost toddlers’ verb comprehension? Journal of Child Language, 44(3), 719–733. DOI: 10.1017/S0305000916000076
- Seger, B. T., Hauf, J. E. K., & Nieding, G. (2020). Perceptual simulation of vertical object movement during comprehension of auditory and audiovisual text in children and adults. Discourse Processes, 57(5–6), 460–472. DOI: 10.1080/0163853X.2020.1755801
- Sheldon, S., & Moscovitch, M. (2012). The nature and time-course of medial temporal lobe contributions to semantic retrieval: An fMRI study on verbal fluency. Hippocampus, 22(6), 1451–1466. DOI: 10.1002/hipo.20985
- Siakaluk, P. D., Pexman, P. M., Sears, C. R., Wilson, K., Locheed, K., & Owen, W. J. (2008). The benefits of sensorimotor knowledge: Body–object interaction facilitates semantic processing. Cognitive Science, 32(3), 591–605. DOI: 10.1080/03640210802035399
- Skipper, J. I., Devlin, J. T., & Lametti, D. R. (2017). The hearing ear is always found close to the speaking tongue: Review of the role of the motor system in speech perception. Brain and Language, 164, 77–105. DOI: 10.1016/j.bandl.2016.10.004
- Smith, L., & Yu, C. (2008). Infants rapidly learn word-referent mappings via cross-situational statistics. Cognition, 106(3), 1558–1568. DOI: 10.1016/j.cognition.2007.06.010
- Smith, L. B. (2005). Action alters shape categories. Cognitive Science, 29, 665–679. DOI: 10.1207/s15516709cog0000_13
- Smith, L. B., Maouene, J., & Hidaka, S. (2007).
The body and children’s word learning . In J. M. Plumert & J. P. Spencer (Eds.), The Emerging Spatial Mind (pp. 168–192). Oxford University Press. DOI: 10.1093/acprof:oso/9780195189223.003.0008 - Snefjella, B., & Kuperman, V. (2016). It’s all in the delivery: Effects of context valence, arousal, and concreteness on visual word processing. Cognition, 156, 135–146. DOI: 10.1016/j.cognition.2016.07.010
- Snefjella, B., Lana, N., & Kuperman, V. (2020). How emotion is learned: Semantic learning of novel words in emotional contexts. Journal of Memory and Language, 115, 104171. DOI: 10.1016/j.jml.2020.104171
- Speed, L. J., & Majid, A. (2020). Grounding language in the neglected senses of touch, taste, and smell. Cognitive Neuropsychology, 37(5–6), 363–392. DOI: 10.1080/02643294.2019.1623188
- Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82–95. DOI: 10.1016/j.cogdev.2018.04.005
- Tanenhaus, M. K., Magnuson, J. S., Dahan, D., & Chambers, C. (2000). Eye movements and lexical access in spoken-language comprehension: Evaluating a linking hypothesis between fixations and linguistic processing. Journal of Psycholinguistic Research, 29(6), 557–580. DOI: 10.1023/A:1026464108329
- Tettamanti, M., Buccino, G., Saccuman, M. C., Gallese, V., Danna, M., Scifo, P., Fazio, F., Rizzolatti, G., Cappa, S. F., & Perani, D. (2005). Listening to action-related sentences activates fronto-parietal motor circuits. Journal of Cognitive Neuroscience 17(2), 273–281. DOI: 10.1162/0898929053124965
- Vigliocco, G., Convertino, L., De Felice, S., Gregorians, L., Kewenig, V., Mueller, M. A., Veselic, S., Musolesi, M., Hudson-Smith, A., & Tyler, N. (2023). Ecological brain: Reframing the study of human behaviour and cognition [Manuscript submitted for publication]. DOI: 10.31234/osf.io/zr4nm
- Vigliocco, G., Meteyard, L., Andrews, M., & Kousta, S. (2009). Toward a theory of semantic representation. Language and Cognition, 1(2), 219–247. DOI: 10.1515/LANGCOG.2009.011
- Vigliocco, G., Motamedi, Y., Murgiano, M., Wonnacott, E., Marshall, C., Milán-Maillo, I., & Perniss, P. (2019). Onomatopoeia, gestures, actions and words: How do caregivers use multimodal cues in their communication to children? Proceedings of the 41st Annual Conference of the Cognitive Society, Montreal, QC. DOI: 10.31234/osf.io/v263k
- Vogt, A., Kaup, B., & Dudschig, C. (2019). When words are upside down: Language–space associations in children and adults. Journal of Experimental Child Psychology, 186, 142–158. DOI: 10.1016/j.jecp.2019.06.001
- Wellman, H. M., Harris, P. L., Banerjee, M., & Sinclair, A. (1995). Early understanding of emotion: Evidence from natural language. Cognition and Emotion, 9(2–3), 117–149. DOI: 10.1080/02699939508409005
- Wellsby, M., & Pexman, P. M. (2014a). Developing embodied cognition: Insights from children’s concepts and language processing. Frontiers in Psychology, 5, 1–10. DOI: 10.3389/fpsyg.2014.00506
- Wellsby, M., & Pexman, P. M. (2014b). The influence of bodily experience on children’s language processing. Topics in Cognitive Science, 6(3), 425–441. DOI: 10.1111/tops.12092
- Wellsby, M., & Pexman, P. M. (2019). Learning labels for objects: Does degree of sensorimotor experience matter? Languages, 4(1), 3. DOI: 10.3390/languages4010003
- Wellsby, M., Siakaluk, P. D., Owen, W. J., & Pexman, P. M. (2011). Embodied semantic processing: The body-object interaction effect in a non-manual task. Language and Cognition, 3(1), 1–14. DOI: 10.1515/langcog.2011.001
- Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636. DOI: 10.3758/BF03196322
- Wu, L.-l., & Barsalou, L. W. (2009). Perceptual simulation in conceptual combination: Evidence from property generation. Acta Psychologica, 132(2), 173–189. DOI: 10.1016/j.actpsy.2009.02.002
- Yap, M. J., Tan, S. E., Pexman, P. M., & Hargreaves, I. S. (2011). Is more always better? Effects of semantic richness on lexical decision, speeded pronunciation, and semantic classification. Psychonomic Bulletin & Review, 18(4), 742–750. DOI: 10.3758/s13423-011-0092-y
- Yaxley, R. H., & Zwaan, R. A. (2007). Simulating visibility during language comprehension. Cognition, 105(1), 229–236. DOI: 10.1016/j.cognition.2006.09.003
- Yee, E., & Thompson-Schill, S. L. (2016). Putting concepts into context. Psychonomic Bulletin & Review, 23(4), 1015–1027. DOI: 10.3758/s13423-015-0948-7
- Yu, C., & Smith, L. B. (2012). Embodied attention and word learning by toddlers. Cognition, 125(2), 244–262. DOI: 10.1016/j.cognition.2012.06.016
- Zdrazilova, L., Sidhu, D. M., & Pexman, P. M. (2018). Communicating abstract meaning: Concepts revealed in words and gestures. Philosophical Transactions of the Royal Society B, 373(1752). DOI: 10.1098/rstb.2017.0138
- Zwaan, R. A. (2004).
The immersed experiencer: Toward an embodied theory of language comprehension . In B. H. Ross (Ed.), The Psychology of Learning and Motivation: Advances in Research and Theory (Vol. 44, pp. 35–62). Elsevier Academic Press. DOI: 10.1016/S0079-7421(03)44002-4 - Zwaan, R. A. (2014). Embodiment and language comprehension: Reframing the discussion. Trends in Cognitive Sciences, 18(5), 229–234. DOI: 10.1016/j.tics.2014.02.008
