Embodied cognition: challenges for psychology and education

被引：32

作者：

Ionescu, Thea ^{[1
]}

Vasc, Dermina ^{[1
]}

机构：

[1] Univ Babes Bolyai, Dept Pychol, Dev Psychol Lab, 37 Republ St, Cluj Napoca 400015, Romania

来源：

INTERNATIONAL CONFERENCE EDUCATION AND PSYCHOLOGY CHALLENGES - TEACHERS FOR THE KNOWLEDGE SOCIETY, 2ND EDITION (EPC -TKS 2013) | 2014年 / 128卷

关键词：

embodiment; cognition; sensory-motor processes; action; education; MOTOR SYSTEM; HANDS; CHILDREN; FOUNDATIONS; KNOWLEDGE; GESTURE;

D O I：

10.1016/j.sbspro.2014.03.156

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Embodied cognition considers that human cognition is fundamentally grounded in sensory-motor processes and in our body's morphology and internal states. In this paper, we discuss some of the features of this post-cognitivist approach and the challenges that follow for psychology and education. These challenges point to the need to reconsider cognition and the way we pursue education today. If we want to have an efficient educational system we have to look at fundamental research in cognitive science to have an accurate description of what cognition is. Only then can we design optimal educational settings for the development of thinking. (C) 2014 The Authors. Published by Elsevier Ltd.

引用

页码：275 / 280

页数：6

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