1,721,040 research outputs found
OPEN PEER COMMENTARY-TARGET ARTICLE Mental imagery and embodied cognition: a multimodal approach.
No full textThe aim of this paper is to describe several models in cognitive science that develop
the idea of embodied cognition and to discuss the role of mental imagery in the embodied view of mind. After a brief introduction on the imagery debate, with specific emphasis on visual imagery, the paper will focus on the meaning of embodied simulation in its various forms. A possible shift from mental imagery as a unimodal, primarily visual, percept-like inner phenomenon to mental imagery as a multimodal, dynamic phenomenon based on sensorimotor conscious simulation will be discussed. It is proposed that mental imagery is an instance of embodied cognition which shares two ideas with the broader embodied cognition paradigm: namely, that cognitive processes are based on modal information as opposed to amodal abstract symbols; and that cognition is grounded in sensorimotor experiences rather than based on inner mental representations transducing perceptual information and re-creating the external world
RAPPRESENTAZIONI, SIMULAZIONI EMBODIED E MECCANISMI COGNITIVI SEMPLICI: QUALE ETICHETTA PER LE PIANTE?
No full textThe relationship between egocentric/allocentric frames and categorical/coordinate information
No full textThe effect of familiarity on egocentred and allocentred spatial representations of the environment
No full text
The role of perspective in locating position in a real world unfamiliar environment
No full textThis paper reports an exploration of how perspective information contributes to localizing and
orienting oneself in a real-world, unfamiliar environment. Participants were asked to recognize their
positions on a three-dimensional map by observing real buildings from different perspectives set at
viewpoints between 0_ and 180_ from a starting position. Results showed that participants were able
to use remembered perspective information to locate their subsequent, different position in
the correct area of space. They also showed a linear increase in rotation times as the angular
distance increased between initially perceived perspective and test position. This finding suggests
that the representation of the spatial information acquired from a real world large-scale environment
is orientation dependent
A teaching embodied-centred approach: some methodological and professional implications
No full textThis study is based on the results of previous research inquiry within the “teaching embodied-centered approach” (Iavarone, Iachini, 2012; Iachini, Iavarone, Ruotolo, 2013). This approach is based on the idea that teaching should be based on multimodal sensory grounding in order to be more effective than a classic verbal-centered teaching approach.
The experimental results that we show in this study are based on the comparison between learning and retrieval of sentences presented in a verbal only or verbal plus related visual images modality. Concrete and abstract meanings were used. Participants had to learn and then recognize these sentences (name and verb recognition). The preliminary data showed a general facilitation of the verbal plus visual image of the learning material. Moreover, a difficulty with abstract sentences emerged. The pattern of results supports the effectiveness of an embodied centered teaching based on educational stimulations that have a strong experiential sensory-motor basis. The implications of these results are discussed.
In the last analysis, this paper supports the idea that should be useful helping teachers in developing research skills and data analysis in order to support them in better understanding cognitive changing in learning styles of younger generation and consequently how this undersatnding can modify and improve their teaching
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