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Journal Article•DOI•

Embodiment theory and education: The foundations of cognition in perception and action

Markus Kiefer1, Natalie M. Trumpp1•
University of Ulm1
01 Dec 2012-Trends in Neuroscience and Education (Urban & Fischer)-Vol. 1, Iss: 1, pp 15-20
TL;DR: A comprehensive overview of embodied cognition in the domains of event memory, memory for concrete, abstract and number concepts as well as reading and writing can be found in this article, where the authors highlight the relevance of appropriate sensory and motor interactions during learning for the efficient development of human cognition.
About: This article is published in Trends in Neuroscience and Education.The article was published on 2012-12-01. It has received 128 citations till now. The article focuses on the topics: Embodied cognition & Motor cognition.
Citations
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Journal Article•DOI•
Experiential learning – a systematic review and revision of Kolb’s model

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Thomas Morris1•
Kaiserslautern University of Technology1
16 Nov 2020-Interactive Learning Environments
TL;DR: A revision to Kolb’s model is proposed: experiential learning consists of contextually rich concrete experience, critical reflective observation, contextual-specific abstract conceptualization, and pragmatic active experimentation.
Abstract: Kolb’s experiential learning cycle is perhaps the most scholarly influential and cited model regarding experiential learning theory. However, a key issue in interpreting Kolb’s model concerns a lac...

183 citations

Cites background from "Embodiment theory and education: Th..."

  • ...In particular, in a review article Kiefer and Trumpp (2012) discuss that over the last decades scholars wrongly assumed that when perceptual and motor systems coded knowledge in abstract-symbolic format, modality-specific sensory-motor information was lost....

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  • ...It is thought that embodiment is essential for deep conceptual understanding and “for human cognition to develop at the highest level” (Kiefer & Trumpp, 2012, p. 19)....

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  • ...Embodiment is a relatively underdeveloped area of research in educational and cognitive sciences (refer to Dijkerman & Lenggenhager, 2018; Kiefer & Trumpp, 2012, for reviews)....

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Journal Article•DOI•
An Embedded and Embodied Cognition Review of Instructional Manipulatives

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Wim Pouw1, Tamara van Gog1, Fred Paas2, Fred Paas1•
Erasmus University Rotterdam1, University of Wollongong2
08 Feb 2014-Educational Psychology Review
TL;DR: The authors argued that perceptual and interactive richness may provide opportunities for alleviating cognitive load, and that transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual or interactive richness of manipulatives.
Abstract: Recent literature on learning with instructional manipulatives seems to call for a moderate view on the effects of perceptual and interactive richness of instructional manipulatives on learning. This “moderate view” holds that manipulatives’ perceptual and interactive richness may compromise learning in two ways: (1) by imposing a very high cognitive load on the learner, and (2) by hindering drawing of symbolic inferences that are supposed to play a key role in transfer (i.e., application of knowledge to new situations in the absence of instructional manipulatives). This paper presents a contrasting view. Drawing on recent insights from Embedded Embodied perspectives on cognition, it is argued that (1) perceptual and interactive richness may provide opportunities for alleviating cognitive load (Embedded Cognition), and (2) transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual and interactive richness of manipulatives (Embodied Cognition). By negotiating the Embedded Embodied Cognition view with the moderate view, implications for research are derived.

152 citations

Cites background from "Embodiment theory and education: Th..."

  • ...Drawing on insights from embedded embodied perspectives on cognition (Barsalou 1999, 2008; Clark 2005, 2008; de Vega et al. 2008; Hutchins 1995; Kiefer and Trumpp 2012; Lindgren and Johnson-Glenberg 2013; Shapiro 2011; Wilson 2002; Winn 2003) and state-ofthe art research on physical and virtual…...

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  • ...There is increasing evidence that cognitions are intimately tied to the sensorimotor system (e.g., Kiefer and Trumpp 2012; Pecher and Zwaan 2005; Svensson 2007)....

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  • ...Currently, there is a great deal of interest from educational psychology in the notion of Embodied Cognition (Black 2011; Calvo and Gomila 2008, chapter 18; de Vega et al. 2008; Goldstone and Son 2005; Kiefer and Trumpp 2012; Lindgren and Johnson-Glenberg 2013)....

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Posted Content•
Towards Continual Reinforcement Learning: A Review and Perspectives.

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Khimya Khetarpal1, Matthew Riemer2, Irina Rish, Doina Precup1•
McGill University1, IBM2
25 Dec 2020-arXiv: Learning
TL;DR: A taxonomy of different continual RL formulations and mathematically characterize the non-stationary dynamics of each setting is provided, providing an overview of benchmarks used in the literature and important metrics for understanding agent performance.
Abstract: In this article, we aim to provide a literature review of different formulations and approaches to continual reinforcement learning (RL), also known as lifelong or non-stationary RL. We begin by discussing our perspective on why RL is a natural fit for studying continual learning. We then provide a taxonomy of different continual RL formulations and mathematically characterize the non-stationary dynamics of each setting. We go on to discuss evaluation of continual RL agents, providing an overview of benchmarks used in the literature and important metrics for understanding agent performance. Finally, we highlight open problems and challenges in bridging the gap between the current state of continual RL and findings in neuroscience. While still in its early days, the study of continual RL has the promise to develop better incremental reinforcement learners that can function in increasingly realistic applications where non-stationarity plays a vital role. These include applications such as those in the fields of healthcare, education, logistics, and robotics.

130 citations

Cites background from "Embodiment theory and education: Th..."

  • ...Furthermore, research suggests that human intelligence is grounded in learning via embodiment (Kiefer and Trumpp, 2012; Kiela et al., 2016; Lake et al., 2017; Bisk et al., 2020)....

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Journal Article•DOI•
Developing embodied cognition: insights from children’s concepts and language processing

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Michele Wellsby1, Penny M. Pexman1•
University of Calgary1
28 May 2014-Frontiers in Psychology
TL;DR: It is proposed that in order for an embodied cognition perspective to be refined and advanced as a lifelong theory of cognition, it is important to consider what can be learned from research with children.
Abstract: Over the past decade, theories of embodied cognition have become increasingly influential with research demonstrating that sensorimotor experiences are involved in cognitive processing; however, this embodied research has primarily focused on adult cognition. The notion that sensorimotor experience is important for acquiring conceptual knowledge is not a novel concept for developmental researchers, and yet theories of embodied cognition often do not fully integrate developmental findings. We propose that in order for an embodied cognition perspective to be refined and advanced as a lifelong theory of cognition, it is important to consider what can be learned from research with children. In this paper, we focus on development of concepts and language processing, and examine the importance of children’s embodied experiences for these aspects of cognition in particular. Following this review, we outline what we see as important developmental issues that need to be addressed in order to determine the extent to which language and conceptual knowledge are embodied and to refine theories of embodied cognition.

113 citations

Cites background from "Embodiment theory and education: Th..."

  • ...It seems likely that in order for sensorimotor experience to be www.frontiersin.org May 2014 | Volume 5 | Article 506 | 5 beneficial for learning, this experience needs to be appropriate and relevant to the material to be learned (Kiefer and Trumpp, 2012)....

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  • ...In recent research both children and adults demonstrated better letter recognition after hand writing new letters than after typing new letters (Kiefer and Trumpp, 2012)....

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Journal Article•DOI•
Don’t Forget About the Body: Exploring the Curricular Possibilities of Embodied Pedagogy

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David J. Nguyen1, Jay B. Larson1•
Michigan State University1
01 Feb 2015-Innovative Higher Education
TL;DR: In this paper, the authors offer an integration of extant literature analyzing isolated applications of embodied pedagogy into a holistic curricular vision, employing a constructivist lens informed by the socially situated perspectives of critical pedagology.
Abstract: Traditional pedagogy divides mind and body into a dichotomy that regards the body as little more than a subordinate instrument in service to the mind. Embodied pedagogy joins body and mind in a physical and mental act of knowledge construction. In this article we offer an integration of extant literature analyzing isolated applications of embodied pedagogy into a holistic curricular vision. We employ a constructivist lens informed by the socially situated perspectives of critical pedagogy. Our exploration reveals shared salient characteristics that bridge disparate disciplines in the implementation of embodied pedagogy. Based on our analysis of these characteristics, we offer actionable steps to realize a curriculum integrating embodied pedagogy.

98 citations

References
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Book•
The Architecture of Cognition

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John R. Anderson
01 Jan 1995
TL;DR: Adaptive Control of Thought (ACT*) as mentioned in this paper is a theory of the basic principles of operation built into the cognitive system and is the main focus of Anderson's theory of cognitive architecture.
Abstract: Now available in paper, The Architecture of Cognition is a classic work that remains relevant to theory and research in cognitive science. The new version of Anderson's theory of cognitive architecture -- Adaptive Control of Thought (ACT*) -- is a theory of the basic principles of operation built into the cognitive system and is the main focus of the book. (http://books.google.fr/books?id=Uip3_g7zlAUC&printsec=frontcover&hl=fr#v=onepage&q&f=false)

6,911 citations

"Embodiment theory and education: Th..." refers background in this paper

  • ...Traditionally, cognition is assumed to involve neuro-cognitive systems that are different from the perceptual or motor brain systems and code knowledge in an abstract-symbolic format, in which original modality-specific sensory–motor information is lost [1,42,43,51]....

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Book•
Philosophy in the flesh : the embodied mind and its challenge to Western thought

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George Lakoff, Mark Johnson
01 Jan 1999
TL;DR: The Cognitive Science of Philosophy: A Cognitive Science Of Basic Philosophical Ideas as mentioned in this paper The Cognitive science of philosophy is a branch of the philosophy of early Greek metaphysics and philosophy of philosophy.
Abstract: * Introduction: Who Are We? How The Embodied Mind Challenges The Western Philosophical Tradition * The Cognitive Unconscious * The Embodied Mind * Primary Metaphor and Subjective Experience * The Anatomy of Complex Metaphor * Embodied Realism: Cognitive Science Versus A Priori Philosophy * Realism and Truth * Metaphor and Truth The Cognitive Science Of Basic Philosophical Ideas * The Cognitive Science of Philosophical Ideas * Time * Events and Causes * The Mind * The Self * Morality The Cognitive Science Of Philosophy * The Cognitive Science of Philosophy * The Pre-Socratics: The Cognitive Science of Early Greek Metaphysics * Plato * Aristotle * Descartes and the Enlightenment Mind * Kantian Morality * Analytic Philosophy * Chomskys Philosophy and Cognitive Linguistics * The Theory of Rational Action * How Philosophical Theories Work Embodied Philosophy * Philosophy in the Flesh

6,747 citations

Additional excerpts

  • ...[3,14,25,26,31,40,52]....

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Episodic and semantic memory

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Endel Tulving
01 Jan 1972

4,682 citations

"Embodiment theory and education: Th..." refers background in this paper

  • ...Concepts held in semantic long-term memory [50] include the sum of our sensory and motor experiences with the environment in a categorial fashion [22]....

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  • ...Past events such as incidences associated with our last birthday are stored in episodic memory, the long-term memory system for events [50]....

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Journal Article•DOI•
An interactive activation model of context effects in letter perception: I. An account of basic findings.

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James L. McClelland, David E. Rumelhart
01 Sep 1981-Psychological Review

4,430 citations

Additional excerpts

  • ..., [33])....

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Book•
Imagery and verbal processes

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Allan Paivio1•
University of Western Ontario1
01 Jan 1971

4,272 citations

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01 Jul 2012-Cortex
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Perceptual symbol systems.

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01 Aug 1999-Behavioral and Brain Sciences
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01 Mar 2009-Psychological Science
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Embodied Cognition

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19 Sep 2010
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Trending Questions (1)
What is embodiment theory?

The paper provides an overview of embodied cognition, which proposes that cognition is based on reinstatements of external perception and internal states as well as bodily actions that simulate previous experiences.

See answers from 5 other papers