Moving arms: the effects of sensorimotor information on the problem-solving process

Abstract

Embodied cognition postulates a bi-directional link between the human body and its cognitive functions. Whether this holds for higher cognitive functions such as problem solving is unknown. We predicted that arm movement manipulations performed by the participants could affect the problem-solving solutions. We tested this prediction in quantitative reasoning tasks that allowed two solutions to each problem (addition or subtraction). In two studies with healthy adults (N ¼ 53 and N ¼ 50), we found an effect of problem-congruent movements on problem solutions. Consistent with embodied cognition, sensorimotor information gained via right or left arm movements affects the solution in different types of problem-solving tasks.

More Instructions Make Fewer Subtractions

“…Evaluating arithmetic preferences in a purely mathematical task that requires participants to create arithmetic addition or subtraction facts from visually presented components (operands, operators, and results) could be used to avoid this complexity confound. This is illustrated in the study by Werner et al ( 2019 ), which revealed no addition bias but confirmed the well-known sensitivity of operation choices to spatial cues.…”

From washing hands to washing consciences and polishing reputations

“…5). Again, we find similar embodiment signatures in mathematical cognition, where physical procedures of separation and connection prime subtraction and addition solutions, respectively (Werner & Raab, 2013;Werner, Raab, & Fischer, 2019). Conceptualization of addition/subtraction as connection/separation is also revealed by semantic priming between linguistic expressions defining commonly related entities and additions and by the importance of gestures in math education .…”

Separation/connection procedures: From cleansing behavior to numerical cognition

“…5). Again, we find similar embodiment signatures in mathematical cognition, where physical procedures of separation and connection prime subtraction and addition solutions, respectively (Werner & Raab, 2013; Werner, Raab, & Fischer, 2019). Conceptualization of addition/subtraction as connection/separation is also revealed by semantic priming between linguistic expressions defining commonly related entities and additions (Bassok, Pedigo, & Oskarsson, 2008) and by the importance of gestures in math education (Sinclair & Heyd-Metzuyanim, 2014).…”