Erasmus University Rotterdam

prof.dr.
(Rolf) RA Zwaan

Full Professor Erasmus School of Social and Behavioural Sciences Department of Psychology, Education & Child Studies/ Brain and Cognition
Location
Burg. Oudlaan 50, Rotterdam
Room
T13-43
Telephone
0104088647
Email
zwaan@essb.eur.nl

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prof.dr. (Rolf) RA Zwaan

Rolf Zwaan is professor of Biological and Cognitive Psychology at the Institute of Psychology of Erasmus University Rotterdam (EUR) and Chair of the Brain and Cognition Area. His main research interests are in language processing, cognition in the digital age, and meta-scientific aspects of psycholoy.

Rolf Zwaan is professor of Biological and Cognitive Psychology at the Institute of Psychology of Erasmus University Rotterdam (EUR) and Chair of the Brain and Cognition Area. His main research interests are in language processing, cognition in the digital age, and meta-scientific aspects of psycholoy.

      • D. Pecher & R.A. Zwaan (2005). Grounding cognition: The role of perception and action in memory, language, and thinking. Cambridge, UK: Cambridge University Press
      • R.A. Zwaan (1993). Aspects of literary comprehension: A cognitive approach. Amsterdam; Philadelphia: John Benjamins

      • K. Dijkstra & R.A. Zwaan (2014). Memory and action. In The Routledge Handbook of Embodied Cognition
      • L.J. Taylor & R.A. Zwaan (2012). Fault-tolerant comprehension. In Y Coelho & A Bartolo (Eds.), Language and action in cognitive neuroscience (pp. 145-158). Hove: Psychology Press
      • R.A. Zwaan & M.P. Kaschak (2009). Language comprehension as a means of "re-situating" oneself. In P. Robbins & M. Aydede (Eds.), The Cambridge Handbook of Situated Cognition (pp. 368-381). Cambridge, UK: Cambridge University Press
      • R.A. Zwaan (2008). Experiential traces and mental simulations in language comprehension. In M. DeVega, A.M. Glenberg & A.C. Graesser (Eds.), Symbols, embodiment, and meaning (pp. 165-180). Oxford, UK: Oxford University Press
      • B. Kaup, R.A. Zwaan & J. Lüdke (2007). The experiential view of language comprehension. How is negation represented? In F. Schmalhofer & C.A. Perfetti (Eds.), Higher language processes in the brain: Inference and comprehension processes (pp. 255-288). Mahwah, NJ: Erlbaum
      • R.A. Zwaan & M.P. Kaschak (2006). Language, visual cognition and motor action. In K. Brown (Ed.), Encyclopedia of language and linguistics, 2nd edition (pp. 648-651). Oxford, UK: Elsevier
      • R.A. Zwaan & D.N. Rapp (2006). Discourse comprehension. In M.A. Gernsbacher & M.J. Traxler (Eds.), Handbook of psycholinguistics (pp. 725-764). San Diego, CA: Elsevier
      • R.A. Zwaan & C.J. Madden (2005). Embodied Sentence Comprehension. In H.A.E.M. Pecher & R.A. Zwaan (Eds.), The Grounding of Cognition: The rol of perception and action in memory, language and thinking (pp. 224-245). Cambridge: Cambridge University Press
      • R.A. Zwaan (2005). Situation model. In M. Jahn & M.L. Ryan (Eds.), Routledge Encyclopedia of Narrative Theory. London: Routledge
      • D. Pecher & R.A. Zwaan (2005). Introduction to grounding cognition. In D. Pecher & R.H. Zwaan (Eds.), Grounding cognition: The role of perception and action in memory, language, and thinking (pp. 1-7). Cambridge, UK: Cambridge University Press
      • R.A. Zwaan (2005). Situation models: the mental leap into imaginary worlds. In B.A. Spellman & D.T. Willingham (Eds.), Current Directions in Cognitive Science (pp. 146-151). Upper Saddle River: Prentice Hall
      • R.A. Zwaan (2004). The immersed experiencer: toward an embodied theory of language comprehension. In B.H. Ross (Ed.), The Psychology of Learning and Motivation, Vol. 44 (pp. 35-62). New York: Academic Press
      • R.A. Zwaan & M. Singer (2003). Text comprehension. In A.C. Graesser, M.A. Gernsbacher & S.R. Goldman (Eds.), Handbook of discourse processes (pp. 83-121). Mahwah, NJ: Erlbaum
      • R.A. Zwaan & K. Dijkstra (2003). Literacy: narrative comprehension and production. In J.W. Guthrie (Ed.), Encyclopedia of Education (pp. 1500-1504). New York: MacMillan Reference
      • R.A. Zwaan, G.A. Radvansky & S.N. Whitten (2002). Themes and situation models. In M. Lauwerse & W. van Peer (Eds.), Thematics: Interdisciplinary studies. Amsterdam; Philadelphia: John Benjamins
      • R.A. Zwaan (2001). Situation models. In N.J. Smelser & P.B. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences (pp. 14137-14141). Amsterdam: Pergamon Press
      • R.A. Zwaan, C.J. Madden & R.A. Stanfield (2001). Time in narrative comprehension. In D.H. Schram & G.J. Steen (Eds.), Psychology and Sociology of Literature (pp. 71-86). Amsterdam: John Benjamins
      • R.A. Zwaan, C.J. Madden & R.A. Stanfield (2001). Time in narrative comprehension. In D.H. Schram & G.J. Steen (Eds.), Psychology and Sociology of Literature (pp. 71-86). Amsterdam: John Benjamins
      • R.A. Zwaan (2001). Language comprehension as guided experience. In L. Degand, Y. Bestgen, W. Spooren & L. van Waes (Eds.), Multidisciplinary Approaches to Discourse (pp. 1-9). Amsterdam: Uitgaven Stichting Neerlandistiek VU
      • J.P. Magliano, R.A. Zwaan & A.C. Graesser (1999). The role of situational continuity in narrative understanding. In S.R. Goldman & H. van Oostendorp (Eds.), The construction of mental representations during reading (pp. 219-245). Mahwah, NJ: Erlbaum
      • R.A. Zwaan (1999). Five dimensions of situation-model construction. In S.R. Goldman, A.C. Graesser & P. van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of TomTrabasso (pp. 93-110). Mahwah, NJ: Erlbaum
      • R.A. Zwaan (1996). Towards a model of literary comprehension. In B.K. Britton & A.C. Graesser (Eds.), Models of understanding text (pp. 241-255). Hillsdale, NJ: Erlbaum
      • R.A. Zwaan (1996). How empirical is the empirical study of literature? In H. Hendrix, J.J. Kloek, S.A. Levie & W. van Peer (Eds.), The search for a new alphabet (pp. 321-326). Amsterdam: Benjamins
      • A.C. Graesser & R.A. Zwaan (1995). Inference generation and the construction of situation models. In C. Weaver, S. Mannes & C.R. Fletcher (Eds.), Discourse comprehension: Strategies and processes revisited. Essays in honor of Walter Kintsch (pp. 117-139). Hillsdale, NJ: Erlbaum
      • A.C. Graesser, M.A. Kassler, K. Dijkstra, R.A. Zwaan & B. McLain Allen (1995). Comprehending novel mental models of time in Einstein's Dreams. In G. Rusch (Ed.), Proceedings of the Fourth Conference of the International Society for the Empirical Study of Literature (pp. 348-353). Siegen, Germany: Siegen University Press
      • H. van Oostendorp & R.A. Zwaan (1994). Naturalistic texts and naturalistic tasks. In H. van Oostendorp & R.A. Zwaan (Eds.), Naturalistic text comprehension (pp. 1-8). Norwood, NJ: Ablex
      • R.A. Zwaan & H. van Oostendorp (1994). Spatial information and naturalistic story comprehension. In H. van Oostendorp & R.A. Zwaan (Eds.), Naturalistic text comprehension (pp. 97-114). Norwood, NJ: Ablex
      • R.A. Zwaan (1991). The literary situational-action model and the comprehension process. In E. Ibsch, D.H. Schram & G.J. Steen (Eds.), Empirical studies of literature (pp. 167-174). Amsterdam: Rodopi
      • R.A. Zwaan (1991). Conventie. In Sleutelwoorden: kernbegrippen uit de hedendaagse literatuurwetenschap (pp. 24-33). Leuven, Belgium: Garant

      • H. van Oostendorp & R.A. Zwaan (Ed.). (1994). Naturalistic text comprehension. Advances in Discourse Processing, Vol. LIII. Norwood, NJ: Ablex
      • R.A. Zwaan & D. Meutsch (Ed.). (1990). Computer models and technology in media research. Amsterdam; New York: Elsevier Science Publishers

        • R.A. Zwaan & A.C. Graesser (Eds.). (1998-1998) Scientific Studies of Reading, 2.
        • R.A. Zwaan & D. Meutsch (Eds.). (1990-1990) Poetics. Journal of Empirical Research on Culture, the Media and the Arts, 19.

        • R.A. Zwaan (Ed.). (2007-2007) Discourse Processes.
        • R.A. Zwaan (Ed.). (2007-2007) Language and Linguistics Compass.
        • R.A. Zwaan (Ed.). (2007-2007) Cognition.
        • R.A. Zwaan (Ed.). (2007-2007) Memory & Cognition.

      • R.A. Zwaan (2018). Comprehension beyond the word revisited. In K. Millis, D.L. Long, J.P. Magliano & K. Wiemer (Eds.), Deep Comprehension (pp. 16-26). New York: Routledge doi: 10.4324/9781315109503
      • B. Kaup, J. Lüdtke & R.A. Zwaan (2005). Effects of negation, truth vlaue, and delay on picture recognition after reading affirmative and negative sentences. In B.G. Bara, L.W. Barsalou & M. Bucciarelli (Eds.), Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society (pp. 1114-1119). Mahwah, NJ: Erlbaum

        • N.A.M.C. Goossens, G. Camp & R.A. Zwaan (2011). The testing effect applied to primary school children learning vocabulary. 14th Biennal Conference of the EARLI: Exeter, United Kingdom (2011, augustus 30 - 2011, september 3).
        • A.B.H. de Bruin, G. Camp & R.A. Zwaan (2009). Students’ expectations of partial credit affect judgments and regulation of learning from text. Annual Meeting of the Society for Text and Discourse: Rotterdam, the Netherlands.
        • D. Pecher, S. van Dantzig, K. Zanolie, R.A. Zwaan & R. Zeelenberg (2007). Activation and retention of modality-specific information during language comprehension. Embodied Sentence Processing Conference: Saarbrücke, Germany (2007, augustus 1).
        • D. Pecher, S. van Dantzig, K. Zanolie, R.A. Zwaan & R. Zeelenberg (2007). Activation and retention of modality-specific information during language comprehension. 15th conference of the European Society for Cognitive Psychology (ESCoP): Marseille, France (2007, augustus 1).
        • S. van Dantzig, D. Pecher & R.A. Zwaan (2007). Moving words: How action effects cause motion congruency. Tufts Initiative on Emerging Trends in Psychology ¿Building Meaning from Language¿: Boston, MA (2007, juni 1).
        • S. van Dantzig, D. Pecher & R.A. Zwaan (2007). Moving words: How action effects cause motion congruency. European Society for Cognitive Psychology (ESCOP): Marseille, France (2007, augustus 1).
        • S. van Dantzig, D. Pecher & R.A. Zwaan (2007). Moving `Love away: approach and avoidance as action effects. NVP Winter Conference: Egmond aan Zee (2007, december 1).
        • R.A. Zwaan & L.J. Taylor jr (2007). Linguistic focus and motor resonance. Experimental Psychological Society Meeting: Edinburgh, UK (2007, juni 1).
        • R.A. Zwaan, M. Aveyard, R. Radach & Ch. Vorstius (2007). Incidental visual experience affects later reading Comprehension. The European Workshop on Imagery and Cognition (EWIC): Utrecht (2007, juni 1).
        • M. Aveyard, R.A. Zwaan, R. Radach & Ch. Vorstius (2007). Visual traces in language comprehension. NVP Winter Conference: Egmond aan Zee (2007, december 14).

        • W.T.J.L. Pouw, T. van Gog, R.A. Zwaan & F. Paas (2014). Augmenting instructional animations with sensori-motor information. 6th conference of the international society for gesture studies: San Diego (2014, juli 7 - 2014, juli 11).
        • W.T.J.L. Pouw, C. Eielts, T. van Gog, R.A. Zwaan & F. Paas (2013). Embodied Know-How: Does motor-involvement promote learning outcomes in science education. 7th international conference on tangible, embedded and embodied interaction: Barcelona (2013, februari 10 - 2013, februari 13).
        • J.A. de Nooijer, T. van Gog, F. Paas & R.A. Zwaan (2013). When Left Is Not Right: Handedness Effects on Learning Object-manipulation Words Using Pictures with Left or Right-handed First-person Perspectives. ESLP: Potsdam, Germany.
        • J.A.A. Engelen, S. Bouwmeester, A.B.H. De Bruin & R.A. Zwaan (2012). Using the Visual World Paradigm to Study Children's Narrative Comprehension. Embodied and Situated Language Processing: Newcastle upon Tyne, United Kingdom.
        • N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). Picture-Word Learning by Spacing the Learning Sessions. EARLI Sig Meeting: Grenoble, France (2012, augustus 29 - 2012, augustus 31).
        • N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). Spreading the Words: A Spacing Effect in Vocabulary Learning. 53rd Annual meeting of the Psychonomic Society: Minneapolis (2012, november 15 - 2012, november 18).
        • N.A.M.C. Goossens, G. Camp, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2012). The Effect of Retrieval Practice in Primary School Vocabulary Learning. ICO Fall School: Girona, Spain (2012, november 5 - 2012, november 10).
        • H.K. Tabbers, B.B. de Koning & R.A. Zwaan (2009). Enhancing learning from dynamic visualizations: An embodied perspective. Paper presented at the Meeting of the European Association of Research on Learning and Instruction, Amsterdam, The Netherlands.: .
        • K. Dijkstra, M. Misirlisoy, M.P. Kaschak & R.A. Zwaan (2006). Hand shape affects access to memories. Cognitive Science Conference: Vancouver, Canada.
        • K. Dijkstra, R.H. Yaxley, C.J. Madden & R.A. Zwaan (2003). Age and perceptual representations in language comprehension. Higher Level Language Processes in the Brain: Delmenhorst, Germany.
        • K. Dijkstra, R.H. Yaxley, C.J. Madden & R.A. Zwaan (2002). Perceptual symbols in older adults. 55th Annual Scientific Meeting of the Gerontological Society of America: Boston, MA.
        • A.C. Graesser, M.A. Kassler, K. Dijkstra, R.J. Kreuz, R.A. Zwaan & B. MacLain Allen (1994). How readers deal with violations of the laws of time in a fictional world: the case of Alan Lightman's "Einstein's Dreams". Fourth Conference of the International Society for the Empirical Study of Literature: Budapest, Hungary.

      • W.T.J.L. Pouw, T.A.J.M. van Gog, R.A. Zwaan & F. Paas (2014, juni 23). Embedded Embodied Cognition: a Review on Manipulatives and Gesture. Freudenthal Institute for Science and Mathematics Education. Utrecht University, Invited presentation, Bakker, M. F. van der Schaaf, S. Shayan, & P. Leseman (symposium Chairs & Organizers), Embodied cognition in education and training.
      • W.T.J.L. Pouw, T. van Gog, R.A. Zwaan & F. Paas (2014, april 5). Instructional Manipulatives for Learning Concrete and Abstract Content: An Embodied Interaction (Re)View. Philadelphia, USA, AERA Annual Meeting 2014.
      • G. Camp, N.A.M.C. Goossens, P.P.J.L. Verkoeijen, H.K. Tabbers & R.A. Zwaan (2014, november 22). Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning. onbekend, Annual Meeting of the Psychonomic Society.
      • J.A. de Nooijer, T. van Gog, F. Paas & R.A. ZwaanEffects of imitating gestures during encoding or during retrieval of novel verbs on children¿s test performance. München, Germany, EARLI.

      • W.T.J.L. Pouw, J.A. De Nooijer, T. van Gog, R.A. Zwaan & F. Paas (2014). Graduate Research Day Article Award 2014 awarded by Institute of Psychology Erasmus University Rotterdam for Pouw, de Nooijer, van Gog, Zwaan, Paas (2014) in Frontiers in Psychology. Graduate Research Day 2014: Rotterdam (2014, oktober 2 - 2014, oktober 2). Overig.

  • 4.2C Cognition in the Digital Age

    Title
    4.2C Cognition in the Digital Age
    Year
    2020

    4.2C Cognition in the Digital Age

    Title
    4.2C Cognition in the Digital Age
    Year
    2020

  • Journal of Experimental Psychology - Learning Memory and Cognition

    Role
    Ad Hoc Reviewer

    Acta Psychologica

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    Cognitive Science

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    Ad Hoc Reviewer

    Journal of Gerontology

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    Psychological Bulletin (USA)

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    Psychological Review

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    Poetics. Journal of Empirical Research on Culture, the Media and the Arts

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    Neuropsychologia

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    Psychophysiology

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    Brain and Language

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    Behavioral and Brain Sciences

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    Aphasiology

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    Addiction

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    Cerebral Cortex

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    American Educational Research Journal

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    Cognition

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    Cognition

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    Cognitive Psychology

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    Developmental Psychology

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    Journal of Abnormal Psychology

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    Journal of Personality and Social Psychology

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    Memory & Cognition

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    Memory & Cognition

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    Journal of Experimental Psychology-General

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    Discourse Processes

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    Language and Cognitive Processes

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    Quarterly Journal of Experimental Psychology Section A-Human Experimental P

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    Journal of Memory and Language

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    Psychology and Aging

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    Applied Cognitive Psychology

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    Neuropsychology

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    Psychological Science

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    Psychonomic Bulletin & Review

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    Swiss Journal of Psychology

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    Trends in Cognitive Sciences

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    Visual Cognition

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    Connection Science

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    Scientific Studies of Reading

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  • Full Professor

    University
    Erasmus University Rotterdam
    School
    Erasmus School of Social and Behavioural Sciences
    Department
    Department of Psychology, Education & Child Studies/ Brain and Cognition
    Country
    The Netherlands
    Telephone
    0104088647

Address

Visiting address

Burg. Oudlaan 50 3062 PA Rotterdam

Postal address

Postbus 1738 3000 DR Rotterdam