Behavioral studies suggest a role for motor activity (e.g., Bub & Masson, 2010 Glenberg & Kaschak, 2002 Zwaan & Taylor, 2006), perceptual information (e.g., Kaschak et al., 2005 Meteyard et al., 2007 Stanfield & Zwaan, 2001), and emotional systems (e.g., Havas et al., 2010) in the comprehension process. This view, which we call the sensorimotor simulation view, has received a good deal of empirical support. The comprehension of a sentence such as Meghan served Michael the volleyball might therefore involve the use of the motor system to internally simulate the actions involved in playing volleyball, the use of the perceptual system to simulate the sights and sounds associated with the sport, and the use of the emotional system to simulate the thrill of the game.
Embodied approaches to language comprehension are based on the idea that linguistic meaning is grounded in our bodies’ systems of perception, action planning, and emotion.
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