34 Facts About Embodied cognition

Proponents of the embodied cognition thesis emphasize the active and significant role the body plays in the shaping of cognition and in the understanding of an agent's mind and cognitive capacities.

In philosophy, embodied cognition holds that an agent's cognition, rather than being the product of mere abstract representations of the world, is strongly influenced by aspects of an agent's body beyond the brain itself.

An embodied model of cognition opposes the disembodied Cartesian model, according to which all mental phenomena are non-physical and, therefore, not influenced by the body.

The theses of extended Embodied cognition and situated Embodied cognition, for example, are usually intertwined and not always carefully separated.

Some authors explain the embodiment thesis by arguing that Embodied cognition depends on an agent's body and its interactions with a determined environment.

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Such constraints do not mean Embodied cognition is set by adaptive behavior alone, but instead that Embodied cognition requires "some kind of information processing.

Many features of cognition are embodied in that they are deeply dependent upon characteristics of the physical body of an agent, such that the agent's beyond-the-brain body plays a significant causal role, or a physically constitutive role, in that agent's cognitive processing.

For instance, the view of Embodied cognition inherited by most contemporary cognitive neuroscience is internalist in nature.

Thus, Embodied cognition emerges in the relationship between an agent and the affordances provided by the environment rather than in the brain alone.

Intellectual underpinnings of embodied cognition can be traced back to the influence of philosophy and, more specifically, the phenomenological tradition, psychology, and connectionism in the 20th century.

From a phenomenological perspective "all cognition is embodied, interactive, and embedded in dynamically changing environments".

Thus, understanding Embodied cognition requires to consider and investigate the sensory and motor mechanism that enables it.

These traditional computationalists views of Embodied cognition that were typical in the 1950s–1980s are now considered implausible because there is no continuity with the cognitive skills that would have been demanded and developed by the ancestors of the human species.

Likewise, connectionism's take on Embodied cognition is biologically inspired by the behavior and interaction of single neurons, yet its connections to the embodiment thesis in general, and to perception–action interactions in particular, are not clearly outlined or straightforward.

Ever since the late 20th century and recognizing the significant role the body plays for cognition, the embodied cognition theory has gained popularity, it has been the subject of multiple articles in different research areas, and the mainstream approach to what Shapiro and Spaulding call the "embodied make-over".

Under 4E, Embodied cognition is no longer thought of as being instantiated in or by a single organism, rather:.

Embodying Embodied cognition requires the different features of Embodied cognition such as perception, language, memory, learning, reasoning, emotion, self-regulation, and its social aspects to be revisited and investigated through lens of embodiment in order to ground its theoretical and methodological underpinnings.

All cognition is based on the knowledge that comes from the body and other disciplines are mapped onto humans' embodied knowledge using a combination of conceptual metaphor, image schema and prototypes.

The embodied mind thesis is compatible with some views of cognition promoted in neuropsychology, such as the theories of consciousness of Vilayanur S Ramachandran, Gerald Edelman, and Antonio Damasio.

These applications demonstrate that embodied cognition brought a broader perspective to artificial intelligence and robotics.

Some researchers state that these results suggest a "disembodied" cognition given the fact that people take the perspective of others instead of their own and make judgments accordingly.

Studies have examined how embodied and extended cognition can help to reconceptualize and ground second language acquisition.

The relationships between memory and embodied cognition have been demonstrated in studies in different fields and through various tasks.

Research on embodied cognition and learning suggests that learning could occur and be triggered by perception-action interactions of the body with the surrounding environment.

The concept of "embodied rationality" results from expanding such ideas into law and highlights how findings stemming from embodied cognition offer a more encompassing insight into human behavior and rationality.

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Basic idea underlying findings on embodied cognition is that cognition is composed of experiences that are multimodal and spread throughout the body, not in a way that amodal semantic nodes are stored purely in the mind.

In social psychology, and more specifically in social Embodied cognition, research focuses on how people interact and influence one another.

Principles and findings underlying embodied cognition have begun to be transferred and applied in several fields ranging from education, robotics, clinical settings, social psychology, sports, to music.

Insights from embodied cognition have allowed researchers to build more dynamic robots with more fluid and more expressive motions facilitating better performance in complex scenarios.

Researcher have suggested embodied music cognition occurs at two levels: the surface level and the primary level.

Research on embodied music cognition focuses on two main trends: exploring embodiment and expanding the concept of embodiment in music.

Research on embodied cognition is extremely broad, covering a wide range of concepts.

Methods to study how human cognition is embodied vary from experiment to experiment based on the operational definition used by researchers.

Looking-time, for example, is said to likely be a better measure of embodied cognition than reaching because infants that age lack certain fine motor skills.