Journal
TOPICS IN COGNITIVE SCIENCE
Volume 4, Issue 4, Pages 731-739Publisher
WILEY-BLACKWELL
DOI: 10.1111/j.1756-8765.2012.01221.x
Keywords
Embodied cognition; Action experience; Development; Education
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Funding
- NICHD NIH HHS [R01 HD047450] Funding Source: Medline
- PHS HHS [NICHD R01-HD47450] Funding Source: Medline
- Division Of Behavioral and Cognitive Sci
- Direct For Social, Behav & Economic Scie [0925595] Funding Source: National Science Foundation
- Division Of Research On Learning
- Direct For Education and Human Resources [1042955] Funding Source: National Science Foundation
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Developmental psychologists have long recognized the extraordinary influence of action on learning (Held & Hein, 1963; Piaget, 1952). 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, Lyons, Fischer, & Beilock, 2012). Theories of embodied cognition provide a structure within which we can investigate the mechanisms underlying actions 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.
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