Embodied Learning Across the Life Span

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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DOI 10.1111/j.1756-8765.2012.01221.x
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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.
Margaret Wilson (2002). Six Views of Embodied Cognition. Psychonomic Bulletin and Review 9 (4):625--636.

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