2017
DOI: 10.3389/fpsyg.2017.01315
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The Story So Far: How Embodied Cognition Advances Our Understanding of Meaning-Making

Abstract: Meaning-making in the brain has become one of the most intensely discussed topics in cognitive science. Traditional theories on cognition that emphasize abstract symbol manipulations often face a dead end: The symbol grounding problem. The embodiment idea tries to overcome this barrier by assuming that the mind is grounded in sensorimotor experiences. A recent surge in behavioral and brain-imaging studies has therefore focused on the role of the motor cortex in language processing. Concrete, action-related wor… Show more

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Cited by 26 publications
(22 citation statements)
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“…Situated learning theory holds that the occurrence of learning is not isolated within an individual cognitive vacuum, but, rather, is embedded in everyday work performed within communities of practice 34 . Theories of embodied cognition similarly eschew the ‘learning in a vacuum’ view and hold that, given the interconnectedness of mind, body, cognition and the environment, cognitive processes occur within the context of sensorimotor processes that exist in physical learning environments 35,36 . Therefore, differences in the social dynamics, team structures, mechanisms of legitimate peripheral participation, guided participation, physical environments and physical tasks of the endoscopy suite and the ICU, respectively, may have led GI endoscopists and ICU physicians to describe overloaded learners differently.…”
Section: Discussionmentioning
confidence: 99%
“…Situated learning theory holds that the occurrence of learning is not isolated within an individual cognitive vacuum, but, rather, is embedded in everyday work performed within communities of practice 34 . Theories of embodied cognition similarly eschew the ‘learning in a vacuum’ view and hold that, given the interconnectedness of mind, body, cognition and the environment, cognitive processes occur within the context of sensorimotor processes that exist in physical learning environments 35,36 . Therefore, differences in the social dynamics, team structures, mechanisms of legitimate peripheral participation, guided participation, physical environments and physical tasks of the endoscopy suite and the ICU, respectively, may have led GI endoscopists and ICU physicians to describe overloaded learners differently.…”
Section: Discussionmentioning
confidence: 99%
“…More recent approaches to learning, intelligence, and human development have begun to examine and relate specific ''pieces'' of human development's ecology, proposing that body, brain, mind, behavior, and outside world are wound together reciprocally. The current empirical interest and theoretical debate around the field of embodiment is very active as questions such as how cognitive processes are embodied and to what extent/degree they are embodied are being discussed by cognitive scientists (Dove, 2016;Galetzka, 2017).…”
Section: Discussionmentioning
confidence: 99%
“…For example, an expert scientist's concept of magnetism may involve a range of types of knowledge, some propositional, such as the fact that like poles repel, and some non-propositional, for example, the sensation of two poles repelling or mental images of the three-dimensional magnetic field produced by a bar magnet. Whilst the nature of the link between abstract symbols and sensorimotor experiences is far from settled, there is a growing body of evidence that supports the notion that cognition involves more than just propositional knowledge (Galetzka 2017). This article considers the value of non-propositional knowledge in learning about science.…”
Section: The Goals Of Science Educationmentioning
confidence: 97%