[No Title Available]

Vereza, Solange Coelho

doi:10.1590/s0102-44502001000100008

Cited by 8 publications

(4 citation statements)

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“…Finally, imagination is also an embodied process (Lakoff & Johnson, 1999;Murphy, 2004;Nemirovsky & Ferrara, 2009;Steier & Kersting, in press). This may be viewed as an extension of the notion of imagining as not bounded by the brain of an individual.…”

Section: Imagining With Representationsmentioning

confidence: 99%

Imagining with improvised representations in CSCL environments

Steier

Kersting

Silseth

2019

Intern. J. Comput.-Support. Collab. Learn

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This study contributes to our understanding of meaning making in CSCL environments by examining a specific aspect of collaborative problem solving in which students improvise, introduce, and make meaning with representations in disciplinary domains. These situations include the embodied and imaginative processes of discovering new representational possibilities and artifact meanings. Much of the research on student-generated representations examines situations in which students are asked by a teacher or researcher explicitly to produce representations. However, we need more knowledge about how students within CSCL settings introduce representations from outside of the designed environment or intended task in order to solve a problem. To unpack the processes of collaborative improvisation and meaning making, we take a sociocultural stance towards imagining. This stance involves considering the socially and materially situated ways that participants express new possibilities and alternative situations that extend beyond the present reality. Focusing on a specific task based on maps as disciplinary representations, we analyze video data of upper secondary physics students working in small groups in a co-located CSCL environment. To characterize shifts across boundaries of several modalities including the verbal and gestural, digital and physical, and two-dimensional and three-dimensional, we identify emergent representations as imaginative productions. The findings extend current research on collaborative meaning making by bringing attention to the processes through which improvised representations emerge. This knowledge is key to facilitating the discovery of representational possibilities in CSCL environments.

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Section: Imagining With Representationsmentioning

confidence: 99%

Imagining with improvised representations in CSCL environments

Steier

Kersting

Silseth

2019

Intern. J. Comput.-Support. Collab. Learn

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“…It is worth considering whether our findings could be accommodated by Lakoff and Johnson's (1999) Conceptual Metaphor Theory and Lakens' (2012) polarity account. According to the Conceptual Metaphor Theory, spatial-valence metaphoric congruency effect occurs when participants make faster responses to positive words that appear at the top than those that appear at the bottom and to negative words that appear at the bottom than those that appear at the top.…”

Section: Symmetric Vs Asymmetric Rt Pattern Of the Valence × Positiomentioning

confidence: 86%

“…According to the Conceptual Metaphor Theory (e.g., Lakoff & Johnson 1999;Meier, Schnall, Schwarz, & Bargh 2012;Santiago, Roman, & Ouellet 2011), a conceptual metaphor is a linguistic expression as well as a cognitive tool that helps individuals to comprehend abstract concept (target) through congruent concrete concept (source) via a metaphoric association. People cannot enjoy the same direct experience of interacting with abstract concepts that do not have physical referents in the world as they can with concrete concepts.…”

Section: Conceptual Metaphormentioning

confidence: 99%

The influence of congruency proportion, target eccentricity, and valence strength on the spatial-valence metaphoric congruency effect in a word valence judgment task

Tse

Huang

Zeng

et al. 2020

Psychological Research

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In a word valence judgment task, positive words (e.g., excellence) are judged faster when presented at the top (congruent position) than at the bottom of the screen (incongruent position), whereas the opposite pattern occurs for negative words (e.g., disaster). This spatial-valence metaphoric congruency effect reflects top-positive/bottom-negative metaphoric association and may be attributed to at least three possible mechanisms: spreading activation between spatial and valence concepts (activation account), epistemic function that a conceptual metaphor serves to reduce the uncertainty associated with valence concepts (epistemic account), and/or the extent to which spatial-valence metaphoric association is relevant to task demand (relevance account). In three experiments, we manipulated congruency proportion, target eccentricity, and valence strength in a word valence judgment task to test these three possible accounts. Results showed that the metaphoric congruency effect was larger when a high (vs. equal) proportion of targets appears in congruent, relative to incongruent, position, and for targets with strong (vs. weak) valence. However, the effect in reaction time measure was not modulated by whether the target appeared in the position being near vs. far away from the center of the screen. The overall findings are better accommodated by the relevance account. The implications of the current findings on other theoretical accounts, such as Conceptual Metaphor Theory and polarity correspondence account, are also discussed.

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“…La conexión entre la experiencia corporal y procesos cognitivos de otro orden como el lenguaje puede establecerse a partir de teorías como la de Barsalou (2007), donde se plantea un vínculo explícito entre la capacidad para representar mediante símbolos y el sistema intermodal de la percepción humana. Otra línea posible de indagación podría desarrollarse relacionando la teoría de los esquemas de imagen de la lingüística cognitiva (Lakoff & Johnson., 1999;Talmy, 2000) con el carácter primordial de la experiencia propioceptiva y cinestésica. Talmy (2000), por ejemplo, señala que los formas de estructuración gramatical de las lenguas tienen su origen en esquemas de dinámicas de fuerza que conciernen básicamente a los modos en que se estructura la experiencia cinestésica.…”

Section: Revista Iberoamericana De Psicologíaunclassified

Cuerpo, Fenomenología y Desarrollo

Peña

Canal

2020

RIP

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En el contexto de la psicología del desarrollo, el cuerpo ocupa un lugar central en las explicaciones de la progresiva estructuración cognitiva. En la obra de Piaget los logros del estadio sensoriomotor constituyen la piedra angular de las formas más complejas de la cognición, tales como la representación o el pensamiento abstracto. Luego de realizar un examen crítico de las suposiciones que en las teorías del desarrollo psicológico vinculan el cuerpo y la cognición, abogamos por un enfoque fenomenológico del cuerpo que nos permite reformular su relación con la cognición, incluyendo así, aspectos centrales de las discusiones contemporáneas acerca de la naturaleza de la experiencia consciente.

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[No Title Available]

Cited by 8 publications

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Imagining with improvised representations in CSCL environments

Imagining with improvised representations in CSCL environments

The influence of congruency proportion, target eccentricity, and valence strength on the spatial-valence metaphoric congruency effect in a word valence judgment task

Cuerpo, Fenomenología y Desarrollo

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