Switch to: Citations

Add references

You must login to add references.
  1. Perceptual symbol systems.Lawrence W. Barsalou - 1999 - Behavioral and Brain Sciences 22 (4):577-660.
    Prior to the twentieth century, theories of knowledge were inherently perceptual. Since then, developments in logic, statis- tics, and programming languages have inspired amodal theories that rest on principles fundamentally different from those underlying perception. In addition, perceptual approaches have become widely viewed as untenable because they are assumed to implement record- ing systems, not conceptual systems. A perceptual theory of knowledge is developed here in the context of current cognitive science and neuroscience. During perceptual experience, association areas in the (...)
    Download  
     
    Export citation  
     
    Bookmark   768 citations  
  • (1 other version)Embodied Cognition.Lawrence A. Shapiro - 2010 - New York: Routledge.
    Embodied cognition often challenges standard cognitive science. In this outstanding introduction, Lawrence Shapiro sets out the central themes and debates surrounding embodied cognition, explaining and assessing the work of many of the key figures in the field, including George Lakoff, Alva Noë, Andy Clark, and Arthur Glenberg. Beginning with an outline of the theoretical and methodological commitments of standard cognitive science, Shapiro then examines philosophical and empirical arguments surrounding the traditional perspective. He introduces topics such as dynamic systems theory, ecological (...)
    Download  
     
    Export citation  
     
    Bookmark   239 citations  
  • Six Views of Embodied Cognition.Margaret Wilson - 2002 - Psychonomic Bulletin and Review 9 (4):625--636.
    Download  
     
    Export citation  
     
    Bookmark   375 citations  
  • Deictic codes for the embodiment of cognition.Dana H. Ballard, Mary M. Hayhoe, Polly K. Pook & Rajesh P. N. Rao - 1997 - Behavioral and Brain Sciences 20 (4):723-742.
    To describe phenomena that occur at different time scales, computational models of the brain must incorporate different levels of abstraction. At time scales of approximately 1/3 of a second, orienting movements of the body play a crucial role in cognition and form a useful computational level embodiment level,” the constraints of the physical system determine the nature of cognitive operations. The key synergy is that at time scales of about 1/3 of a second, the natural sequentiality of body movements can (...)
    Download  
     
    Export citation  
     
    Bookmark   188 citations  
  • An embodied cognitive science?Andy Clark - 1999 - Trends in Cognitive Sciences 3 (9):345-351.
    The last ten years have seen an increasing interest, within cognitive science, in issues concerning the physical body, the local environment, and the complex interplay between neural systems and the wider world in which they function. --œPhysically embodied, environmentally embedded--� approaches thus loom large on the contemporary cognitive scientific scene. Yet many unanswered questions remain, and the shape of a genuinely embodied, embedded science of the mind is still unclear. I begin by sketching a few examples of the approach, and (...)
    Download  
     
    Export citation  
     
    Bookmark   122 citations  
  • Cognitive Load During Problem Solving: Effects on Learning.John Sweller - 1988 - Cognitive Science 12 (2):257-285.
    Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem‐solving skill. Evidence that conventional problem‐solving activity is not effective in schema acquisition is also accumulating. It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means‐ends analysis requires a relatively large (...)
    Download  
     
    Export citation  
     
    Bookmark   83 citations  
  • The mismatch between gesture and speech as an index of transitional knowledge.R. Breckinridge Church & Susan Goldin-Meadow - 1986 - Cognition 23 (1):43-71.
    Download  
     
    Export citation  
     
    Bookmark   69 citations  
  • Transitions in concept acquisition: Using the hand to read the mind.Susan Goldin-Meadow, Martha Wagner Alibali & R. Breckinridge Church - 1993 - Psychological Review 100 (2):279-297.
    Download  
     
    Export citation  
     
    Bookmark   61 citations  
  • Gesturing makes learning last.Susan Wagner Cook, Zachary Mitchell & Susan Goldin-Meadow - 2008 - Cognition 106 (2):1047-1058.
    Download  
     
    Export citation  
     
    Bookmark   34 citations  
  • Gesturing Saves Cognitive Resources When Talking About Nonpresent Objects.Raedy Ping & Susan Goldin-Meadow - 2010 - Cognitive Science 34 (4):602-619.
    Download  
     
    Export citation  
     
    Bookmark   23 citations  
  • Direct and indirect influences of executive functions on mathematics achievement.Lucy Cragg, Sarah Keeble, Sophie Richardson, Hannah E. Roome & Camilla Gilmore - 2017 - Cognition 162 (C):12-26.
    Download  
     
    Export citation  
     
    Bookmark   10 citations  
  • Verbal working memory predicts co-speech gesture: Evidence from individual differences.Maureen Gillespie, Ariel N. James, Kara D. Federmeier & Duane G. Watson - 2014 - Cognition 132 (2):174-180.
    Download  
     
    Export citation  
     
    Bookmark   12 citations  
  • Learning to measure through action and gesture: Children’s prior knowledge matters.Eliza L. Congdon, Mee-Kyoung Kwon & Susan C. Levine - 2018 - Cognition 180 (C):182-190.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Gesture as a window onto children’s number knowledge.Elizabeth A. Gunderson, Elizabet Spaepen, Dominic Gibson, Susan Goldin-Meadow & Susan C. Levine - 2015 - Cognition 144 (C):14-28.
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  • (1 other version)Hand Gesture and Mathematics Learning: Lessons From an Avatar.Susan Wagner Cook, Howard S. Friedman, Katherine A. Duggan, Jian Cui & Voicu Popescu - 2017 - Cognitive Science 41 (2):518-535.
    A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co‐vary with other non‐verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer‐generated animated pedagogical agent to control both verbal and non‐verbal behavior. Children viewed lessons on mathematical equivalence in which an (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • (1 other version)Hand Gesture and Mathematics Learning: Lessons From an Avatar.Susan Wagner Cook, Howard S. Friedman, Katherine A. Duggan, Jian Cui & Voicu Popescu - 2016 - Cognitive Science 40 (7):518-535.
    A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co-vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer-generated animated pedagogical agent to control both verbal and non-verbal behavior. Children viewed lessons on mathematical equivalence in which an (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Telling what they know: The role of gesture and language in children's science explanations.Elaine M. Crowder & Denis Newman - 1993 - Pragmatics and Cognition 1 (2):341-376.
    What is the role of gesture in classroom science talk? This study first approaches the question generally, by asking how children communicate their knowledge of the seasons. We then ask how gestures function as they interplay with language in students' science talk. A typology, coded for High or Low lexical and gestural specification, summarized how thirteen sixth graders externalized their knowledge of seasonal change. Applying it to sixteen student discourse excerpts, we tested its usefulness as an analytical tool. Representational gestures (...)
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  • The gestures ASL signers use tell us when they are ready to learn math.Susan Goldin-Meadow, Aaron Shield, Daniel Lenzen, Melissa Herzig & Carol Padden - 2012 - Cognition 123 (3):448-453.
    Download  
     
    Export citation  
     
    Bookmark   4 citations