David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Topics in Cognitive Science 4 (4):731-739 (2012)
Developmental psychologists have long recognized the extraordinary influence of action on learning (Held & Hein, 1963; Piaget, 1952). Action experiences begin to shape our perception of the world during infancy (e.g., as infants gain an understanding of others’ goal-directed actions; Woodward, 2009) and these effects persist into adulthood (e.g., as adults learn about complex concepts in the physical sciences; Kontra, Lyons, Fischer, & Beilock, 2012). Theories of embodied cognition provide a structure within which we can investigate the mechanisms underlying action’s impact on thinking and reasoning. We argue that theories of embodiment can shed light on the role of action experience in early learning contexts, and further that these theories hold promise for using action to scaffold learning in more formal educational settings later in development
|Keywords||Action experience Embodied cognition Education Development|
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References found in this work BETA
Lawrence W. Barsalou (1999). Perceptual Symbol Systems. Behavioral and Brain Sciences 22 (4):577-660.
A. Woodward (1998). Infants Selectively Encode the Goal Object of an Actor's Reach. Cognition 69 (1):1-34.
Margaret Wilson (2002). Six Views of Embodied Cognition. Psychonomic Bulletin and Review 9 (4):625--636.
Jessica A. Sommerville, Amanda L. Woodward & Amy Needham (2005). Action Experience Alters 3-Month-Old Infants' Perception of Others' Actions. Cognition 96 (1):1-11.
Jessica A. Sommerville & Amanda L. Woodward (2005). Pulling Out the Intentional Structure of Action: The Relation Between Action Processing and Action Production in Infancy. Cognition 95 (1):1-30.
Citations of this work BETA
Diane Brentari, Alessio Di Renzo, Jonathan Keane & Virginia Volterra (2015). Cognitive, Cultural, and Linguistic Sources of a Handshape Distinction Expressing Agentivity. Topics in Cognitive Science 7 (1):95-123.
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