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Embodied Learning across the Lifespan

Identifieur interne : 001755 ( Pmc/Checkpoint ); précédent : 001754; suivant : 001756

Embodied Learning across the Lifespan

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

Source :

Topics in cognitive science [ 1756-8757 ] ; 2012.

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:

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3634974

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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<author><name sortKey="Kontra, Carly" sort="Kontra, Carly" uniqKey="Kontra C" first="Carly" last="Kontra">Carly Kontra</name>
</author>
<author><name sortKey="Goldin Meadow, Susan" sort="Goldin Meadow, Susan" uniqKey="Goldin Meadow S" first="Susan" last="Goldin-Meadow">Susan Goldin-Meadow</name>
</author>
<author><name sortKey="Beilock, Sian L" sort="Beilock, Sian L" uniqKey="Beilock S" first="Sian L." last="Beilock">Sian L. Beilock</name>
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<sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Embodied Learning across the Lifespan</title>
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<author><name sortKey="Goldin Meadow, Susan" sort="Goldin Meadow, Susan" uniqKey="Goldin Meadow S" first="Susan" last="Goldin-Meadow">Susan Goldin-Meadow</name>
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<author><name sortKey="Beilock, Sian L" sort="Beilock, Sian L" uniqKey="Beilock S" first="Sian L." last="Beilock">Sian L. Beilock</name>
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<series><title level="j">Topics in cognitive science</title>
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<front><div type="abstract" xml:lang="en"><p id="P1">Developmental psychologists have long recognized the extraordinary influence of action on learning (<xref ref-type="bibr" rid="R22">Piaget 1952</xref>
; <xref ref-type="bibr" rid="R15">Held & Hein, 1963</xref>
). Action experiences begin to shape our perception of the world during infancy (e.g., as infants gain an understanding of others’ goal-directed actions; <xref ref-type="bibr" rid="R30">Woodward, 2009</xref>
) and these effects persist into adulthood (e.g., as adults learn about complex concepts in the physical sciences; <xref ref-type="bibr" rid="R18">Kontra et al., 2012</xref>
). 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>
</div>
</front>
</TEI>
<pmc article-type="research-article"><pmc-comment>The publisher of this article does not allow downloading of the full text in XML form.</pmc-comment>
  <pmc-dir>properties manuscript</pmc-dir>
  <front><journal-meta><journal-id journal-id-type="nlm-journal-id">101506764</journal-id>
<journal-id journal-id-type="pubmed-jr-id">36649</journal-id>
<journal-id journal-id-type="nlm-ta">Top Cogn Sci</journal-id>
<journal-id journal-id-type="iso-abbrev">Top Cogn Sci</journal-id>
<journal-title-group><journal-title>Topics in cognitive science</journal-title>
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<issn pub-type="ppub">1756-8757</issn>
<issn pub-type="epub">1756-8765</issn>
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<article-id pub-id-type="doi">10.1111/j.1756-8765.2012.01221.x</article-id>
<article-id pub-id-type="manuscript">NIHMS461738</article-id>
<article-categories><subj-group subj-group-type="heading"><subject>Article</subject>
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</article-categories>
<title-group><article-title>Embodied Learning across the Lifespan</article-title>
</title-group>
<contrib-group><contrib contrib-type="author"><name><surname>Kontra</surname>
<given-names>Carly</given-names>
</name>
</contrib>
<contrib contrib-type="author"><name><surname>Goldin-Meadow</surname>
<given-names>Susan</given-names>
</name>
</contrib>
<contrib contrib-type="author"><name><surname>Beilock</surname>
<given-names>Sian L.</given-names>
</name>
</contrib>
<aff id="A1">Department of Psychology. 5848 South University Ave. University of Chicago, Chicago, IL. 60637</aff>
</contrib-group>
<author-notes><corresp id="CR1">Address correspondence to Sian Beilock: <email>beilock@uchicago.edu</email>
</corresp>
</author-notes>
<pub-date pub-type="nihms-submitted"><day>15</day>
<month>4</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub"><day>07</day>
<month>9</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="ppub"><month>10</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="pmc-release"><day>01</day>
<month>10</month>
<year>2013</year>
</pub-date>
<volume>4</volume>
<issue>4</issue>
<fpage>731</fpage>
<lpage>739</lpage>
<abstract><p id="P1">Developmental psychologists have long recognized the extraordinary influence of action on learning (<xref ref-type="bibr" rid="R22">Piaget 1952</xref>
; <xref ref-type="bibr" rid="R15">Held & Hein, 1963</xref>
). Action experiences begin to shape our perception of the world during infancy (e.g., as infants gain an understanding of others’ goal-directed actions; <xref ref-type="bibr" rid="R30">Woodward, 2009</xref>
) and these effects persist into adulthood (e.g., as adults learn about complex concepts in the physical sciences; <xref ref-type="bibr" rid="R18">Kontra et al., 2012</xref>
). 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>
</abstract>
<funding-group><award-group><funding-source country="United States">National Institute of Child Health & Human Development : NICHD</funding-source>
<award-id>R01 HD047450 || HD</award-id>
</award-group>
</funding-group>
</article-meta>
</front>
</pmc>
<affiliations><list></list>
<tree><noCountry><name sortKey="Beilock, Sian L" sort="Beilock, Sian L" uniqKey="Beilock S" first="Sian L." last="Beilock">Sian L. Beilock</name>
<name sortKey="Goldin Meadow, Susan" sort="Goldin Meadow, Susan" uniqKey="Goldin Meadow S" first="Susan" last="Goldin-Meadow">Susan Goldin-Meadow</name>
<name sortKey="Kontra, Carly" sort="Kontra, Carly" uniqKey="Kontra C" first="Carly" last="Kontra">Carly Kontra</name>
</noCountry>
</tree>
</affiliations>
</record>

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Embodied Learning across the Lifespan

Embodied Learning across the Lifespan

Source :

Abstract

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