Cognitive Science: An Introduction/Embodied cognition

=Embodied Cognition= Embodied cognition is differentiated by the view that cognitive processes are largely dependent upon properties of the agent’s physical body. That is, aspects outside the brain play a significant or constituent role in cognitive processing. This particular characteristic forms the basis of what is referred to as the Embodiment Thesis. This trait differs from traditional perspectives that view cognition as bounded within the confines of the physical brain. At most, these traditional views see cognition as being heavily influenced by information communicated by areas of the nervous system external to the brain.

Theories of embodied cognition involve various influences from areas of body morphology, emotions, and sensorimotor research. A common theme involves hypothesizes that the body, and its perception of the world, does much of the work required to attain an agent’s goals. Embodied cognition is an approach to cognition that has its origins in motor behavior. Research into motor behavior was later used to argue for the major extent to which the body influences mental processing.

A major viewpoint asserts that cognition did not evolve to act in isolation, but to act within a physical body. In turn, the body then acts upon the environment in which the body is engaged. Hence, various aspects of cognition such as knowledge representations, reasoning, judgment, and the execution of cognitive tasks, result from the whole physical body.

Memory
Memory studies on embodied cognition indicate that subjects recall more of a narrative when they act out the story physically. While long term memory can be enhanced by pairing motor movement, working memory can significantly decrease due to increased cognitive load.

Learning
As in memory research, studies have evinced that learning in general can be enhanced when supplemented with bodily movement. Embodied theories of learning debate the extent to which learning is embodied and where the line of demarcation stands between physical and conceptual learning. Neurological evidence indicates that the cerebellum is deeply involved in the processing and storage of information

Reasoning
Some experiments have demonstrated that engaging sensorimotor areas of the brain can support analytical reasoning. Research subjects who were presented with mental rotation problems that involved motor engagement performed better than control groups.

Evolution
Theories of embodied learning have been supported by some evolutionary psychologists who argue that human evolution has been pervaded by physically "learning through doing." This view connects to theories of situated cognition of learning by being grounded ecologically, and teaching occurring directly by means of "cognitive apprenticeship."

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