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This review aims at exploring the role of the body and its sensorimotor processes in memory. Recent theories have suggested that memories can profitably be seen as mental simulations consisting in the reactivation of sensorimotor patterns originally associated with events at encoding, rather than amodal mental representations. The sensorimotor model of memory (SMM) claims that the body is the medium where (and through which) sensorimotor modalities actually simulate the somatosensory components of remembered events, and predicts that memory processes can be manipulated through manipulation of the body. The review analyzes experimental evidence in favor of the SMM and the claim that the body is at stake in memory processes. The review then highlights how, at the current state of research, the majority of this evidence concerns the effect of body manipulations on memory processes rather than memory representations. It considers the need for a more circumstantial outline of the actual extent to which the body is capable of affecting memory, specifically on some important areas still unexplored, such as the sense of recollection. Resulting strengths and limitations of the SMM are discussed in relation to the more general debate on the embodied cognition.

The investigation of the ability to perceive, recognize, and judge upon social intentions, such as communicative intentions, on the basis of body motion is a growing research area. Cross-cultural differences in ability to perceive and interpret biological motion, however, have been poorly investigated so far. Progress in this domain strongly depends on the availability of suitable stimulus material. In the present method paper, we describe the multilingual CID-5, an extension of the CID-5 database, allowing for the investigation of how non-conventional communicative gestures are classified and identified by speakers of different languages. The CID-5 database contains 14 communicative interactions and 7 non-communicative actions performed by couples of agents and presented as point-light displays. For each action, the database provides movie files with the point-light animation, text files with the 3-D spatial coordinates of the point-lights, and five different response alternatives. In the multilingual CID-5 the alternatives were translated into seven languages (Chinese, Dutch, English, French, German, Italian, and Polish). Preliminary data collected to assess the recognizability of the actions in the different languages suggest that, for most of the action stimuli, information presented in point-light displays is sufficient for the distinctive classification of the action as communicative vs. individual, as well as for identification of the specific communicative gesture performed by the actor in all the available languages.

Classical studies on enactment have highlighted the beneficial effect of gestures performed in the encoding phase on memory for words and sentences, for both adults and children. The present investigation focuses on the role of enactment for learning from scientific texts among primary school children. We assumed that enactment would favor the construction of a mental model of the text, and we verified the deriving predictions that gestures at the time of encoding would result in a greater number of correct recollections and discourse-based inferences at recall as compared to no gestures (Experiment 1) and in a bias to confound paraphrases of the original text with the text verbatim in a recognition test (Experiment 2). The predictions were confirmed; hence we argue in favor of a theoretical framework which accounts for the beneficial effect of enactment on memory for texts.

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