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Embodied Learning across the Lifespan

Identifieur interne : 002228 ( Ncbi/Checkpoint ); précédent : 002227; suivant : 002229

Embodied Learning across the Lifespan

Auteurs : Carly Kontra ; Susan Goldin-Meadow ; Sian L. Beilock

Source :

RBID : PMC:3634974

Abstract

Developmental psychologists have long recognized the extraordinary influence of action on learning (Piaget 1952; Held & Hein, 1963). 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 et al., 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.


Url:
DOI: 10.1111/j.1756-8765.2012.01221.x
PubMed: 22961943
PubMed Central: 3634974


Affiliations:

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PMC:3634974

Le document en format XML

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). 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.</p>
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