Varieties of embodiment in cognitive science

Alessandroni, Nicolás

doi:10.1177/0959354317745589

Cited by 14 publications

(11 citation statements)

References 80 publications

(76 reference statements)

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“…When applying embodied cognition theory to teaching and learning solving linear equations, it is assumed that perceptuo-motor knowledge about the action of balancing is a necessary foundation for developing understanding of the mathematical concept of equality (e.g., Antle, Corness, & Bevans, 2013). This perceptuo-motor knowledge is built up from the very pervasive physical experiences we have with balancing from a young age on (Gibbs Jr, 2006), through walking without falling, standing up and sitting down, or holding objects of different weights (Alessandroni, 2018). Furthermore, the other articles in this class of rationales stressed the contribution of concurrent physical experiences with the balance model to the learning of linear equations.…”

Section: Discussion Of the Findings Regarding Why The Model Was Usedmentioning

confidence: 99%

The balance model for teaching linear equations: a systematic literature review

2019

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This paper reports a systematic literature review of the balance model, an often-used aid to teach linear equations. The purpose of the review was to report why such a model is used, what types of models are used, and when they are used. In total, 34 peer-reviewed journal articles were analyzed, resulting in a comprehensive overview of described rationales for using the balance model, its appearances, situations in which it was used, and the gained learning outcomes. Some trends appeared about how rationales, appearances, situations, and learning outcomes are related. However, a clear pattern could not be identified. Our study shows that this seemingly simple model actually is a rather complex didactic tool of which in-depth knowledge is lacking. Further systematic research is needed for making informed instructional decisions on when and how balance models can be used effectively for teaching linear equation solving.

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Section: Discussion Of the Findings Regarding Why The Model Was Usedmentioning

confidence: 99%

The balance model for teaching linear equations: a systematic literature review

2019

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“…First, over the last two decades, a substantial body of research has demonstrated the embodied and situated nature of cognitive processes (Barsalou, 1999(Barsalou, , 2008Marsh, Johnston, Richardson, & Schmidt, 2009;Niedenthal, Barsalou, Winkielman, Krauth-Gruber, & Ric, 2005;Schubert & Semin, 2009; E. R. Smith & Semin, 2004). Perspectives on the specifics of what embodiment entails vary (Alessandroni, 2018;Pouw & Looren de Jong, 2015), but they are consistent in their critiques of the traditional cognitivist framework conceptualizing the mind as an isolated information processor. Instead, one's physical, bodily state is seen as playing a central role in mental activity, implying that psychological activity must be explained not just in terms of representations and mental models but also in terms of the actions of the entire physical organism.…”

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confidence: 99%

Ecologizing Social Psychology: The Physical Environment as a Necessary Constituent of Social Processes

Meagher

2019

Pers Soc Psychol Rev

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Recent trends in social psychology point to increased interest in extending current theories by better incorporating the body (e.g., embodied cognition) and the broader interpersonal context (e.g., situations). However, despite being a critical component in early social theorizing, the physical environment remains in large part underdeveloped in most research programs. In this article, I outline an ecological framework for understanding the person–environment relationship. After introducing this perspective, I describe how this approach helps reveal the critical role played by the physical environment in a variety of social processes, including childhood development, interpersonal relationships, and social identity. Finally, I review a topic in environmental psychology that has received little attention among social psychologists: territories. I provide an ecological perspective on how the design, use, and personalization of this type of environment guide and constrain regulatory processes involving social behavior, identity expression, and emotional experience.

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“…Second, there are some who advance philosophical psychologies deeply grounded in the work of one or more classic or recent philosophers and theorists (e.g., Aristotle, Dewey, Husserl, Lacan, Levinas). In a third type of project, the authors advocate for, develop, apply, or seek to improve scientific psychologies that might not (yet) be hegemonic, but that already have some legitimacy within the “mainstream” 5 or can be represented as “roads not taken” (Alessandroni, 2018; Marraffa & Paternoster, 2013; Milkowski et al, 2019; Nielsen & Ward, 2018; Wagoner, 2013).…”

Section: Theory and Psychology For The Time Beingmentioning

confidence: 99%

Beyond the oversocialized conception of the subject in psychology: Desire, conflict, and the problem of social order

Kirschner

2020

Theory & Psychology

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The question of how individual human beings achieve stable and collaborative social relations, given that they also have diverging desires and interests, remains important for any psychology or psychological metatheory concerned with the study of individuals in social life. Yet, many influential sociocultural psychologies have, in effect, denied that question’s validity. Discursive, hermeneutic, relational, and some critical psychologies overemphasize the constitutive force of social interactivity and cultural meanings for individual subjectivity, emotion, and other putative psychological phenomena. Using the case of positioning theory, I argue that sociocultural approaches, while of great value, take those “oversocialized” assumptions too far and do not adequately account for the moral complexities and tragic existential realities of human individual and social life. Those dimensions can be more fully theorized and studied using a cultural psychology that retains cultural–phenomenological and symbolic interactionist elements but also includes a set of broadly psychodynamic assumptions and methods.

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Varieties of embodiment in cognitive science

Cited by 14 publications

References 80 publications

The balance model for teaching linear equations: a systematic literature review

The balance model for teaching linear equations: a systematic literature review

Ecologizing Social Psychology: The Physical Environment as a Necessary Constituent of Social Processes

Beyond the oversocialized conception of the subject in psychology: Desire, conflict, and the problem of social order

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