The Brain's concepts: the role of the Sensory-motor system in conceptual knowledge

Gallese, Vittorio; Lakoff, George

doi:10.1080/02643290442000310

Cited by 1,957 publications

(1,486 citation statements)

References 117 publications

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“…(Gallese & Lakoff, 2005). In ecological-dynamic approach, motor learning is to seek the adaptability of the movement as resulting by the diversity of the environment and the specificity of the individual (Carnus & Marsualt 2003).…”

Section: Gaetano Raiola ---------------------------------------------mentioning

confidence: 99%

Untitled

2017

JPES

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The eight keys competences are defined at European level, which represent a combination of knowledge, skills and attitudes considered necessary for personal development. Generally, teaching methods and didactics is in relationship, and in physical education and sport (PES) they are connected by the same theoretical basis. Which means, the educational process of teaching/learning carries out directly the skills instead to follow the logical steps: knowledge/skills/attitudes such as in math, natural sciences, mother tongue, second language. For these subjects, the students before learn the theoretical concepts (knowledge) and then making the skills. In teaching methods of (PES), the teacher/trainer traditionally imparts the orders with tutorials by giving the indication to execute exactly the movement.This methodology has the theoretical basis in the Cognitive approach where the mind is the center of learning action. This approach follows the Behaviorism and Cognitivist theories which suggest the exact and unique solution model of motor problem and have therefore a prescriptive nature. From another point of view, the teacher/trainer focus on environment educational setting and interpret learning as the research of motor solutions available of the each student/athlete relating to the context. It refers to another pedagogical paradigm for teaching methods:Phenomenology and Gestalt theories and have therefore a heuristic nature. This teaching method has the basis in ecological dynamic approach and has the environmental as center of learning process. Results are two kind: A) Cognitive approach refers to motor control theory of Closed loop, Open loop and Generalized motor program and the main teaching tools are tutorials: 1) demand 2) sequence 3) timing 4) executive model of movement learning 5) intensive activity; B) Ecological dynamic approach refers to motor control theory of Motor imagery and Freedom degrees and the movement has learnt without teacher support in a setting learning environment aimed at several problem solving. Motor imagery could be applied in first person when he reads himself and in third person when he reads other people and Freedom degrees is made by three consecutive steps: Reduction, Exploration and Capitalization.The teaching tools are the psychological group dynamic as circle time, cooperative learning, role playing, brain storming, peer education, tutorship, focus group and extensive activity. In conclusion, Cognitive approach is usually utilized in Sport to improve the performance whatever Ecological one is currently utilized in Physical education to increase the educative aim.

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Section: Gaetano Raiola ---------------------------------------------mentioning

confidence: 99%

Untitled

2017

JPES

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“…Two major models, the first based on Hebbian learning (Pulvermüller, 1996(Pulvermüller, , 2001(Pulvermüller, , 2005 and the second on the existence of the "mirror neuron system" (Fadiga & Craighero, 2004;Gallese & Lakoff, 2005;Rizzolatti & Arbib, 1998;Rizzolatti et al, 2001), suggest that processing of action words relies on activation of the motor programs used to perform, observe or simulate the actions referred to by words, either because of correlation learning (Pulvermüller, 2005) or because of a predisposition for imitation learning (Rizzolatti & Arbib, 1998). Evidence for such shared representations between word processing and sensory-motor information is provided by a large range of empirical data (Aziz-Zadeh et al, 2006;Boulenger et al, 2006;Boulenger et al, in press;Buccino et al, 2005;Glenberg & Kaschack, 2002;Glover et al, 2004;Hauk et al, 2004;Nazir et al, in press;Oliveri et al, 2004;Pulvermüller et al, 2005ab;Tettamanti et al, 2005;Zwaan & Taylor, 2006;see Fischer & Zwaan, in press, for a recent review).…”

Section: Introductionmentioning

confidence: 99%

Subliminal display of action words interferes with motor planning: A combined EEG and kinematic study

Boulenger

Silber

Roy

et al. 2008

Journal of Physiology-Paris

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Recent evidence has shown that processing action-related language and motor action share common neural representations to a point that the two processes can interfere when performed concurrently. To support the assumption that language-induced motor activity contributes to action word understanding, the present study aimed at ruling out that this activity results from mental imagery of the movements depicted by the words. For this purpose, we examined cross-talk between action word processing and an arm reaching movement, using words that were presented too fast to be consciously perceived (subliminally). Encephalogram (EEG) and movement kinematics were recorded. EEG recordings of the "Readiness Potential" ("RP", indicator of motor preparation) revealed that subliminal displays of action verbs during movement preparation reduced the RP and affected the subsequent reaching movement. The finding that motor processes were modulated by language processes despite the fact that words were not consciously perceived, suggests that cortical structures that serve the preparation and execution of motor actions are indeed part of the (action) language processing network.

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“…Gallese and Lako¤ 2005). However, infants can categorize actions on the basis of spatial movement before they are able to perform the actions themselves.…”

Section: Spatial Image-schemas Versus Bodily Representationsmentioning

confidence: 99%

The spatial foundations of the conceptual system

Mandler

2010

Lang Cognition

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This article proposes that the representation of concepts in infancy is in the form of spatial image-schemas. A mechanism that simplifies spatial information is described along with a small set of spatial primitives that are sufficient to account for the conceptualizations that preverbal infants use to interpret objects and events. This early system is important to understand because it organizes the adult conceptual system of objects and events and remains its core. With development, the system becomes enriched by language in several ways, and also by means of analogical extension to nonspatial information. Nonspatial bodily information, such as feelings of force and motor activity, is also added, but remains secondary. It becomes associated with spatial representations, but except for its spatial aspects is represented in a more inchoate and less accessible fashion.

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The Brain's concepts: the role of the Sensory-motor system in conceptual knowledge

Cited by 1,957 publications

References 117 publications

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Subliminal display of action words interferes with motor planning: A combined EEG and kinematic study

The spatial foundations of the conceptual system

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