Symbols and Embodiment

Manuel de Vega graduated in Psychology at the University Complutense of Madrid. He is Professor of Psychology at the University of La Laguna, Tenerife, teaching graduate and undergraduate courses in Psycholinguists. Dr. de Vega's research is in the area of language comprehension, and the neurological bases of meaning. Arthur Glenberg received his BA in Psychology from Miami University in Oxford, Ohio, and his PhD from the University of Michigan in Ann Arbor. Before moving to Arizona State University in 2008, he was a professor of psychology at the University of Wisconsin-Madison. Dr. Glenberg's research is in the areas of memory and language comprehension, and he is regarded as one of the foremost proponents of the embodied approach to language.Dr. Graesser is a full professor in the Department of Psychology, adjunct professor in Computer Science, and co-Director of the Institute for Intelligent Systems at the University of Memphis. Dr. Graesser received his Ph.D. in psychology from the University of California at San Diego and has been a visiting researcher at Yale University, Stanford University, and Carnegie Mellon University. His primary research interests are in cognitive science, discourse processing, and the learning sciences. One goal of his research is to integrate psychological theories of learning, language and discourse processing with computer technologies, such as AutoTutor, Coh-Metrix, QUEST, and Question Understanding Aid (QUEST).

• 1. Framing the debate ; 2. The limits of covariation ; 3. Body and symbol in AutoTutor: conversations that are responsive to the learners' cognitive and emotional states ; 4. Symbolism, embodied cognition and the broader debate ; 5. What brain imaging can tell us about embodied meaning ; 6. Grounding language in the brain ; 7. Symbols and embodiment from the perspective of a neural modeler ; 8. Symbol systems and perceptual representations ; 9. Experiential traces and mental simulations in language comprehension ; 10. Defining embodiment in understanding ; 11. A mechanistic model of three facets of meaning ; 12. The symbol grounding problem has been solved. So what's next? ; 13. Language and simulation in conceptual processing ; 14. Levels of embodied meaning: from pointing to counterfactuals ; 15. Language comprehension is both embodied and symbolic! ; 16. A well-grounded education: the role of perception in science and mathematics ; 17. Mending or abandoning cognitivism ; 18. An embodied cognition perspective on symbols, gesture and grounding instruction ; 19. Reflecting on the debate

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