Using cognitive science to teach cognitive science: Embodied teaching and learning in the cognitive science classroom.

Parrill, Fey

doi:10.1037/stl0000196

Cited by 3 publications

(3 citation statements)

References 79 publications

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“…The follow-up independent assignment also involves active learning as learners create their own understanding of psycholinguistic models by using multiple resources (lectures, class readings, the games) and applying this understanding to their experience of gameplay. Such hands-on, grounded experience has been argued to increase engagement with and understanding of abstract models (Hayes & Kraemer, 2017; Parrill, 2020).…”

Section: Discussionmentioning

confidence: 99%

Using Party Games to Help Students Understand Models of Psycholinguistics

Santelmann

2022

Teaching of Psychology

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Introduction Psycholinguistics presents a challenge to teaching and learning because of the many abstract models in the field. Language-related games provide a vehicle for students to ground and demonstrate their understanding of these models. Statement of the problem Models in psycholinguistics are challenging to teach and learn because they represent mental phenomena that have no physical counterpart. Literature Review Research on the teaching of models in other fields demonstrates that students have difficulty with models even when they represent physical phenomena. Little research has examined the teaching of cognitive models such as those in psycholinguistics. Objective This article demonstrates how using party games and board games is an active-learning approach that helps students ground their understanding of models in a concrete experience of producing and understanding language. Students learn through analyzing and reflecting on game play. Teaching Implications Using games helps make abstract models concrete and is a motivating tool. Written assignments using games clearly demonstrate students’ understanding of models. Conclusion Many popular party/board games have a language focus. These can easily be incorporated into existing courses to promote understanding of models in the field.

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Section: Discussionmentioning

confidence: 99%

Using Party Games to Help Students Understand Models of Psycholinguistics

Santelmann

2022

Teaching of Psychology

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“…A number of scholars have pointed out the implications of embodied cognition for education (Glenberg, 2008;Osgood-Campbell, 2015;Castro-Alonso et al, 2019;Shapiro and Stolz, 2019;Nathan, 2021), but Parrill (2020) provides a discussion of the connections between active learning, embodied cognition, and gesture specifically. To put it briefly, gesture can provide a bridge between real actions in the world (rotating an object) and abstract concepts (superimposability) because it allows for the creation of schematized motor representations that are linked to semantic representations.…”

Section: Embodied Cognition and Gesturementioning

confidence: 99%

Teaching stereoisomers through gesture, action, and mental imagery

Ping

Parrill

Church

et al. 2022

Chem. Educ. Res. Pract.

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“…There is growing consensus that the integration of physical movements such as gestures into the learning process can enhance learning outcomes. This practice has been described using various terms, from body-based learning, to embodied learning, to sensorimotor enrichment [1][2][3][4][5]. Gestures are typically defined as spontaneous hand movements that accompany speech [6].…”

Section: Introduction 1enacting Gestures Enhances Foreign Language (L...mentioning

confidence: 99%

Benefits of Enacting and Observing Gestures on Foreign Language Vocabulary Learning: A Systematic Review and Meta-Analysis

Oppici,

Mathias,

Narciss

et al. 2023

Behavioral Sciences

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The integration of physical movements, such as gestures, into learning holds potential for enhancing foreign language (L2) education. Uncovering whether actively performing gestures during L2 learning is more, or equally, effective compared to simply observing such movements is central to deepening our understanding of the efficacy of movement-based learning strategies. Here, we present a meta-analysis of seven studies containing 309 participants that compares the effects of gesture self-enactment and observation on L2 vocabulary learning. The results showed that gesture observation was just as effective for L2 learning as gesture enactment, based on free recall, cued L2 recognition, and cued native language recognition performance, with a large dispersion of true effect across studies. Gesture observation may be sufficient for inducing embodied L2 learning benefits, in support of theories positing shared mechanisms underlying enactment and observation. Future studies should examine the effects of gesture-based learning over longer time periods with larger sample sizes and more diverse word classes.

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Using cognitive science to teach cognitive science: Embodied teaching and learning in the cognitive science classroom.

Cited by 3 publications

References 79 publications

Using Party Games to Help Students Understand Models of Psycholinguistics

Using Party Games to Help Students Understand Models of Psycholinguistics

Teaching stereoisomers through gesture, action, and mental imagery

Benefits of Enacting and Observing Gestures on Foreign Language Vocabulary Learning: A Systematic Review and Meta-Analysis

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