David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
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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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.
Serge Thill & Katherine E. Twomey (2016). What's on the Inside Counts: A Grounded Account of Concept Acquisition and Development. Frontiers in Psychology 7.
Martin H. Fischer, Elena Sixtus & Silke M. Göbel (2015). Commentary: A Pointer About Grasping Numbers. Frontiers in Psychology 6.
Courtney A. Filippi & Amanda L. Woodward (2016). Action Experience Changes Attention to Kinematic Cues. Frontiers in Psychology 7.
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