Embodied Learning across the Lifespan
Identifieur interne : 002434 ( Main/Curation ); précédent : 002433; suivant : 002435Embodied Learning across the Lifespan
Auteurs : Carly Kontra ; Susan Goldin-Meadow ; Sian L. BeilockSource :
- Topics in cognitive science [ 1756-8757 ] ; 2012.
Abstract
Developmental psychologists have long recognized the extraordinary influence of action on learning (
Url:
DOI: 10.1111/j.1756-8765.2012.01221.x
PubMed: 22961943
PubMed Central: 3634974
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PMC:3634974Le document en format XML
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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>
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