ArticlePDF Available


Cognitive psychology has undergone a paradigm shift in the ways we understand how knowledge is acquired and represented within the brain, yet the implications for how this impacts students’ learning of material across disciplines has yet to be fully applied. In this article, we present an integrative review of embodied cognition, and demonstrate how it differs from previously held theories of knowledge that still influence the ways in which many subjects are taught in the classroom. In doing so, we review the literature of embodied learning in the areas of reading instruction, writing, physics, and math. In addition, we discuss how these studies can lead to the development of new learning strategies that utilized the principles of embodied cognition.
The role of embodied cognition for transforming learning
Jennifer M. B. Fugate
, Sheila L. Macrine
, and Christina Cipriano
Department of Psychology, University of Massachusetts Dartmouth, North Dartmouth, Massachusetts, USA;
Department of STEM Education
and Teacher Development, University of Massachusetts Dartmouth, North Dartmouth, Massachusetts, USA
Cognitive psychology has undergone a paradigm shift in the ways we understand how knowl-
edge is acquired and represented within the brain, yet the implications for how this impacts
studentslearning of material across disciplines has yet to be fully applied. In this article, we
present an integrative review of embodied cognition, and demonstrate how it differs from
previously held theories of knowledge that still influence the ways in which many subjects are
taught in the classroom. In doing so, we review the literature of embodied learning in the areas of
reading instruction, writing, physics, and math. In addition, we discuss how these studies can lead
to the development of new learning strategies that utilized the principles of embodied cognition.
embodied cognition;
embodied learning;
classroom body-based
Traditional theories of cognition emphasize the body as a
passiveobserver to the brain, and necessary only in the
execution of motor actions. Moreover, such mental repre-
sentations within the brain are usual (if not always)
abstractions of the original information (i.e., mental repre-
sentations). Said another way, the body is seen as serving
the mind(cf. Leitan & Chaffey, 2014, p. 3). Theories of
embodied cognition, on the other hand, suggest that
and that cognition is deeply dependent upon features of
the physical body of an agent (e.g., Barsalou, 1999, 2008;
see also Clark, 2008; Golonka & Wilson, 2012; Lakoff &
Johnson, 1999; Pfeifer & Bongard, 2007; Shapiro, 2011;
Willems & Francken, 2012; Winn, 2003; for varying the-
ories of embodiment). Embodied cognition is being
researched internationally in different fields. Outlined in
the fields of robotics and computer science (e.g., Arbib,
2006; Ziemke, 2002), linguistics (Lakoff, 2012), and phi-
losophy (e.g., Chemero, 2009; Hutto & Myin, 2013; Noë,
2004; Shapiro, 2011; Ziemke, 2002), Krois and colleagues
(2007) also mention the fields of art history, literature,
history of science, religious studies, biology, and neuro-
anthropology. Embodied cognition, argue Krois and col-
leagues (2007), has transformed the scientific study of
intelligence and has the potential to reorient cultural
studies. This embodied cognition perspective demon-
strates that cognition is grounded in bodily interactions
with the environment and culture, and that abstract con-
cepts are tied to the bodys sensory and motor system
(Leung, Qiu, Ong, & Tam, 2011).
The antecedents of embodied cognition in psychology
reach back to the work of William James (1884) and John
Dewey (1925/1958). It was not until the pioneering per-
ceptual work of James Gibson (1979), however, that psy-
chology understood that the brain has direct access to
action th rough distributed networks. According to
Gibsonsecological theory,the environment provides
numerous options to action, called affordances(Gibson,
1979). The notion of affordance integrates perceptual, cog-
nitive, and motor functions, so that perceiving an object,
conducting cognitive operations on it, and executing motor
actions with it cannot be considered as independent func-
tions (Pellicano, Borghi, & Binkofski, 2017). Accordingly,
action and perception are not seen as two separate entities.
For example, in traditional views of cognition, think-
ing about writing is fundamentally different from the
action of writing itself, where thinking about writing
would activate knowledge from semantic memory (e.g.,
the symbolic storage of words, including feature lists)
but not that involved in the actual motor movements
associated with writing. As a result, such amodal the-
ories provide the knowledge used in cognitive pro-
cesses, but do not reflect the original sensorimotor
states themselves (see Barsalou, 1999, 2003, 2008). In
terms of the brain, amodal descriptions are created
when the original content is translated into a new,
symbolic format and stored in areas of the association
cortex, clearly separate from the sensory and motor
cortices within the brain. Theories of embodied cogni-
tion, on the other hand, propose that knowledge is
reenacted (i.e., simulated) through the perceptual and
CONTACT Jennifer M. B. Fugate
© 2018 International School Psychology Association
sensory systems (e.g., auditory, visual, motor, and
somatosensory) such that thinking about an action
will evoke the same visual stimuli, motor movement,
and tactile sensations that occur during the act itself
(Barsalou, 2003, 2008). The experience is captured by
the sensory and perceptual systems and can be later
used to recreate (through simulation) the experience
without the actual stimulus (i.e., when just thinking
about the knowledge).
Such simulations can be partial,
biased, and even occur without awareness (Barsalou,
2003). Accordingly, any knowledge associated with a
concept is often represented by numerous simulations,
specific to individual instances or encounters with the
stimulus. As a result, no sole simulation gives a com-
plete account of the entire concept, and multiple simu-
lations underlie any concept (Barsalou, 2003, 2008).
While there are a number of theories of embodied
cognition, they all share an emphasis on the body func-
tioning as a constituent of the mindrather than second-
ary to it (cf. Leitan & Chaffey, 2014, p. 3; see also Shapiro,
2007). Today, embodied cognition encompasses a loose-
knit family of cognitive science research programs that
often share a commitment to replacing traditional
approaches to cognition and cognitive processing (R.
Wilson & Foglia, 2017). In sum, these theories recognize
a full range of perceptual, cognitive, and motor capacities
that are dependent upon features of the physical body.
That said, no single theory of embodied cognition
captures all the nuances of this idea, and there remain
no shortage of individual theories. In fact, some
researchers speculate up to six types of embodiment
(see M. Wilson, 2002). Although there are many indivi-
dual views of embodied cognition, nearly all ascribe to
two shared features: (a) Cognition involves the body and
its interactions with the world, and (b) such interactions
of the body with the world are represented in the brain
in a nonabstracted sense (e.g., Barsalou, 1999, 2008;
Lakoff & Johnson, 1999; for reviews see also Borghi &
Caruana, 2015; Shapiro, 2011; L. B. Smith, 2005). While
the ideas of embodied cognition (sometimes also called
grounded cognition) are becoming more accepted in
the fields of cognitive psychology and neuroscience, the
implications of what this means for how individuals best
learn in formal settings such as the classroom (and also
for how teachers teach) are less explored.
The purpose of this paper is twofold. First, we review
the significant behavioral and neuroscientific findings
of embodied cognition from the laboratory. Second, we
detail how embodied learning strategies make use of
embodied cognitive principles to improve student
learning in a variety of classroom content areas. In
doing this, we review demonstrations of embodied
learning strategies in the domains of reading, writing,
physics, and math within the classroom. Ultimately, we
show how and why embodied approaches can lead to
improved student learning and how they can be incor-
porated into existing curriculum.
This paper utilizes an integrative review method that
allows for the combination of diverse methodologies
(i.e., experimental and nonexperimental research), and
has the potential to play a greater role in evidence-
based practice (Whittemore & Knalfl, 2005). Data col-
lection involved keyword searches of electronic data-
bases, including PsycINFO, NCBI, PubMED,
MEDLINE, EBM Reviews, and Google Scholar in
OctoberNovember of 2016 and follow-up searches in
MayJune of 2017. We used search terms that included
embodied cognition,”“embodiment,”“embodied lan-
guage,”“affordance,”“embodied mind,and embo-
died learning.Interestingly, a keyword search on
Google Scholar using embodied cognitionalone
revealed over twenty thousand books and articles pub-
lished since the year 2000. Part 1 of this review focuses
on empirical behavioral and neuroscientific evidence
for embodied cognition, mainly from psychology (out-
side the classroom). Part 2 focuses on demonstrations
of embodied learning in the classroom in the content
areas of reading, writing, physics, and math. Table 1
includes the empirical experiments referenced in Part 2.
Although the review focuses mainly on empirical stu-
dies, we also included theoretical pieces and systematic
reviews describing processes and models for assessing
educational research related to embodied cognition.
Part 1: Theories of embodied cognition
Embodied cognition has gained much traction over the
past 20 years and is supported by numerous empirical
research at the behavioral and neurological levels. Here
we highlight in brief some of the key demonstrations of
embodied cognition in concept understanding and
reading, but refer the reader to extensive reviews for
more in-depth understanding in each of these areas
(e.g., Barsalou, 2008; Glenberg & Kaschak, 2002). The
goal is not to provide a comprehensive review of
demonstrations of embodiment but rather to provide
readers, who may be unfamiliar with embodied
In some theories of embodied cognition, simulation refers only to the motor system, whereas simulation of the other systems
amounts to mental imagery(e.g., Jeannerod, 2006; Decety & Grèzes, 2006).
Table 1. Empirical studies reviewed in Part II of paper.
Authors Year Area Sample Procedure Significant effects/Statistic value
Glenberg, et al.,
(Study 1 & 3)
2004 Reading 25 first and second
graders (Study 1); 25 first
and second graders
(Study 3)
Participants simulated the meaning of a sentence by either
manipulated toys (Study 1) or imagining manipulating them (Study 3)
to simulate meaning of the sentence or reread the sentences (control).
Participants who manipulated toys had better free recall, p= .004 and
cued recall, p= .001 (Study 1) and better recall, p= .005
free recall only (Study 3) vs. control participants.
Goldberg, et al.
2011 Reading 53 first and second
Participants manipulated toys physically (PM condition) or electronically
toys (on a computer screen; CM condition) to simulate the meaning of
the sentence, or reread sentences (control); multiple session training;
Moved by Reading Technique.
Participants in both simulation conditions had higher comprehension
scores of familiar sentences vs. control participants, p= .01 (CM),
p= .05 (PM).
Willford al.
2011 Reading 97 third and fourth
Participants physically manipulated sentences, then imagined
manipulating sentences or reread sentences (control); Moved by
Reading Technique.
Participants in the physical/imagined condition solved more problems
correctly, had greater proportion of correct solution procedures, and
included less irrelevant information vs. controlparticipants, all ps < .05.
Marley et al. 2007 Listening
45 third through seventh
graders with learning
Participants listened to narratives in which they manipulated the action,
observed the action (visual), or thought about the action (control).
Participants in the manipulate and visual conditions had better cued
recall, p< .05, and better free recall, p< .05, vs. control participants, all
ps < .05.
James &
2012 Handwriting 15 children, four-yr and
five-yr-old children
Participants trained in typing, tracing, or writing letters; fMRI when
shown those letters.
Participants; trained to handwrite letters showed a greater activation
of their left posterior and their left anterior fusiform gyrus when
viewing letters that they trained on vs. those who traced or typed
those letters, p< .001.
Kiefer et al. 2015 Handwriting 23 five-yr-old children Participants engaged in handwritten or typed letter training. Participants in the handwriting condition showed improved letter
recognition (p< .0003), and improved letter naming (p< .001) vs. the
typing condition.
Longcamp et al. 2005 Handwriting 13 adults Participants shown single letters, single pseudoletters, or a control
stimulus while being analyzed by fMRI.
Participants showed more activation in motor areas of the brain when
viewing letters and pseudoletters vs. when viewing control stimuli, p<
Longcamp et al. 2005 Handwriting 76 children, three-
andfive-yr olds
Participants either learned letters by typing or writing. Participants who learned the letters by writing had more correct
responses in letter recognition tests vs. those who learned by typing in
the older children, p< .02.
Longcamp, et al. 2006 Handwriting 12 adults, mean age 25 Participants learned 10 unknown characters in a period of 3 weeks,
either by typing the characters or by physically writing them.
Participants in group who wrote the characters had a better ability to
discriminate between correct and incorrectly oriented characters after
training vs. those who typed, p< .001.
Mueller &
Oppenheimer *
2014 Handwriting 67 undergraduate
Participants given TED Talks to watch and instructed to take notes on
them using their normal note-taking strategy (either with a laptop or
with a notebook).
Participants who took notes with a laptop performed significantly
worse on conceptual questions vs. those who took handwritten notes,
p= .03.
Peverly et al. * 2013 Handwriting 70 undergraduate
Participantsnotes analyzed after watching a videotaped lecture. The quality of the participantshandwritten notes was correlated with
sustained attention, p< .01, and written recall, p= .01.
Chao et al. * 2013 Gesture 32 adults Participants assigned into either an action-based (performance) or a
computer-based condition (repeated learning) to memorize phrases.
Participants in the action-based condition had better free recall of
learned phrases vs. repeated learning condition, p= .003.
Hwang et al. * 2014 Gesture 39 tenth graders Participants taught vocabulary words either in a body interactive
mechanism teaching condition or through a computer program
Participants in the body interactive mechanism condition had better
free recall of phrases vs. control group, p< .05.
Participants in the experimental condition had better retention for the
words vs. the control group on follow, p< .05.
Macedonia &
Klimesch *
2014 Gesture 29 German
undergraduate students
Participants learned words either by A-V (read, heard, and spoke) or
gesture (with an accompanying gesture).
Participants in the gesture condition improved vocabulary learning
over time vs. A-V condition, p < .001.
Rauscher et al. * 1996 Gesture 41 undergraduate
Participants described spatial information (or non-spatial) with gesture
allowed or gesture prevented.
Participants who were prevented from gesturing had less fluent
speech for spatial information only vs. those allowed to gesture,
p< .001.
Glenberg &
Romanowicz *
2017 Physics 166 undergraduate
Psychology students
Participants either assigned to text or game-like multimedia instruction
(high or low embodiment) of physics; Kinect Sensor; 1 hr learning; pre
Participants had greater learning in high embodiedconditions
vs.low/textconditions, p < .05, and higher engagement for high
embodimentconditions vs. low/textconditions, p< .001.
(Continued )
Table 1. (Continued).
Authors Year Area Sample Procedure Significant effects/Statistic value
Glenberg et al.
2016 Physics 109 undergraduate
Psychology students
Participants learned about centripetal force either through high or low
embodied condition on one of three learning platforms (SMALLab,
Whiteboard, desktop); prepost & follow-up.
Participants in all conditions improved in declarative knowledge pre
post, ps < .001. High embodiment conditions vs. low embodiment had
higher generative knowledge on follow-up, p= .03 (interaction term)
Kontra, et al.
(Study 1 & 2)
2015 Physics 44 (Study 1); 36 (Study 2)
undergraduate students
Participants assigned in pairs (one active and one observed) to learn
about angular momentum; prepost.
Participants only in active group improved prepost, p= .006 (Study
1); p= .031 (Study 2).
Kontra, et al.
(Study 3)
2015 Physics 35 college-age students Participants assigned to either active or observed condition of angular
momentum while undergoing fMRI; prepost.
Participants in active group improved more than observed group pre
post, p= .049. Activation in L M1/S1 predicted performance gain for
either group, p= .009.
Badets and
2010 Math 160 undergraduate
Participants shown large or small numbers with congruent or
incongruent hand grip.
Participants took longer to respond to small numbers with an
incongruent grip, p< .001. Participants also took longer to respond to
large numbers with an incongruent grip, p< .02.
Berteletti and
2015 Math 40 children 813 yrs old Participants solved small and large math tasks; behavioral and fMRI. Participants performed more slowly and less accurately on larger tasks
vs. smaller, p< .001. More complex tasks were correlated with greater
activation of motor regions in the brain, p< .05.
Broaders, et al.,
(Study 1)
2007 Math 106 third and fourth
Participants divided into 3 groups and asked to solve and explain math
problems on a chalkboard, either with or without gesturing while
explaining their results.
Participants told to gesture while giving their own explainations solved
more math problems correctly post vs. those who did not gesture, p<
.04. Participants who added gesture had better post-test performance,
p< .03.
Broaders, et al.,
(Study 2) *
2007 Math 70 third and fourth
Participants divided into groups and asked to solve math problems on
chalkboard (as in Study 1), but allowed to supplement gestures to see
whether increased problem knowledge.
Participants told to gesture while giving their own explanations solved
more math problems correctly on their posttest vs. students who did
not gesture during their explanation, p< .04.
Di Luca et al. 2006 Math 122 undergraduate
Participants trained finger-digit mapping based on Arabic numbers 09.
Either assigned training comparable with global SNARC orientation
(small numbers on left and larger numbers on right hand) or opposite
Participants who were trained in finger-digit mappings that were
SNARC-congruent mappings were faster with their responses vs. those
trained in SNARC-incongruent mappings, p< . 001.
Domahs, et al. 2007 Math 137 children
(approximately 7 yrs old)
Participants tested individually on simple and complex math tasks for
number of split-five errors common for finger counting; longitudinal
Participants showed a greater amount of split-five errors compared to
other errors for complex math tasks, ps < .01.
Martin &
Schwartz *
2005 Math 32 children, between 9
and 10-yrs old
Participants filmed solving problems with physical pie wedges or
Participants in physical manipulate-condition were more likely to try
several strategies and were more accurate vs. drawing-condition,
ps < 001.
Srinivasan et al. * 2016 Special
36 ASD children,
between 5 and12-yrs old
ASD children assigned to either whole-body rhythm (e.g., imitation, and
movement based on rhythm, melody, and phrasing), robotic (e.g.,
samebut with robots), or standard (tabletop) therapies; prepost.
Participants in the whole-body rhythm showed higher social bids (total
word count) after intervention vs. other conditions, p<.03. Robotic
group vs. other conditions showed more greater self-directed
vocalization vs. other conditions, ps = .001. No difference between
conditions post on the joint attention task (JTAT).
Empirical evidence not referenced in text, but in which readers might be interested.
cognition, with empirical support from specific areas in
psychology that have significance for embodied learn-
ing in the classroom.
Evidence for embodied concepts
Embodied theories of cognition often suggest that
concepts are understood via sensorimotor simula-
tions (Borghi & Pecher, 2011). Feature verification
paradigms are often used to test ones understanding
of a concept. For example, a participant is asked
whether a certain physical property is characteristic
or diagnostic of a group (i.e., Do birds have wings?).
In one classic study of image scaling, participants
were slower to verify that a cat has eyes when the
cat was imagined next to an elephant, but faster to do
so when it was imagined next to a flea (Kosslyn,
1975). This classic finding suggests that a judgment
about size of an imagined object relies on the actual
size of the object as experienced (at least as ima-
gined) by the visual system. If real-world size was
not a part of the concept itself (as predicted by a
traditional view), then manipulating the relative size
of the cat in ones mind would have no bearing on
the speed that participants can use that information.
Likewise, when participants read text that mentioned
birds in flight, they were faster at recognizing a
picture of a bird with its wings outstretched than a
picture of the same bird with its wings folded
(Zwaan, Stanfield, & Yaxley, 2002). The results
demonstrated that new information can be verified
by simulating previous knowledge that bears some
Other evidence of embodied concepts comes from
neuroscientific inquiries. For instance, when people are
asked about objects, they often imagine the use or
function of that object (i.e., action features). To sup-
port this supposition, participants who viewed pictures
of tools while undergoing neuroimaging showed activa-
tion in the parts of the brain that are involved in
movement (e.g., motor cortex; Martin, 2007).
Therefore, when participants thought about tools, they
thought about physically manipulating them as if they
were actually using them (Grèzes, Tucker, Armony,
Ellis, & Passingham, 2003; Tucker & Ellis, 1998).
Patients with naturally occurring lesions to the motor
cortex were found to be selectively impaired for con-
ceptual processing of action-related verbs, but not
nouns (which typically do not activate action features;
see Martin, 2007).
Evidence for embodied language
A large number of empirical studies suggest that part of
a persons ability to comprehend language involves his
or her ability to simulate the action involved in the
meaning. In one study, participants were faster to
advance sentences presented as a narrative on a com-
puter screen when the action in the sentence matched
the action needed to move the text forward (Zwaan &
Taylor, 2006). For example, participants who turned a
knob counterclockwise to advance the sentence, When
he walked into the room, John turned down the radio,
did so faster than those who were asked to turn the
knob clockwise (Zwaan & Taylor, 2006). Therefore,
movements of the body congruent to the written con-
tent facilitated reading. According to the Indexical
Hypothesis (Glenberg, 1999), these experiential compo-
nents are crucial for language comprehension.
Therefore, understanding language consists of indexing
words to perceptual symbols, deriving affordances (or
structural relations) from those symbols, and meshing
those affordances to create a simulation of the
described situation (Glenberg & Robertson, 1999; see
Kaschak & Jones, 2014, for a review).
Neuroimaging studies are also consistent with embo-
died language comprehension. For example, partici-
pants who read or listened to words or phrases of
words about specific bodily actions showed activation
within the brain consistent with moving that part of the
body. To illustrate, participants who simply read an
action word (e.g., kick) showed strikingly similar acti-
vation of the region of the motor cortex dedicated to
moving ones foot as those who actually kicked their leg
while in the scanner (Hauk, Johnsrude, & Pulvermüller,
2004; for additional examples, see Aziz-Zadeh &
Damasio, 2008; Tettamanti et al., 2005).
Even the rules of syntax can be embodied. For exam-
ple, Glenberg and Gallese (2012) propose that syntax
emerges from action control of the body. They believe
that the motor system is functionally organized in terms
of goal-directed actions (e.g., Rochat et al., 2010), not just
motor actions, such that the brain uses contextually
appropriate action to solve syntactical meaning. In early
language acquisition, a childs syntactical knowledge is
limited by the syntactic constructions he or she has
experienced, and therefore is not likely to be the same as
an adults. Said another way, the ability to generalize and
integrate individual tokens into types is limited by what
the child has experienced or witnessed so far in life. As a
child experiences more action outcomes, the outcomes
are incorporated into the system and eventually become
more heavily weighted in further simulations.
We believe that the more the initial information
engages the sensory and motor cortices, the richer the
simulation, and ultimately the better the recall and use
of the material. For example, imagine that a child first
learns about an airplane when someone points to one
in the sky and labels it. The child encodes the richness
of the visual experience, the movement associated with
looking upward, the sounds the airplane makes, as well
as the sound the person makes to label it. These
experiential tracesare later reactivated when acces-
sing the category airplane.Fundamentally, these
traces bear a resemblance to the perceptual and action
processes that generated them (Barsalou, 1999). As a
result, the more initial input into the experience, the
richer the later simulation.
One common criticism of many embodied theories of
language is that they are ill-equipped to deal with abstract
information (Zwaan & Madden, 2005; see also Borghi &
Caruana, 2015). Several criticisms of EC have been noted,
including that the theories offer nothing new, or are
unfalsifiable (Mahon, 2015). In that context, some
researchers have tried to suggest that embodied and tradi-
tional theories are no longer dichotomous and that there
is room for both. Specifically, Mahon believes that there is
a middle ground that combines the two perspectives, such
that sensory and motor information may instantiate
online abstract and symbolic processing (Mahon &
Caramazza, 2008). However, several approaches to this
problem have been introduced. One such solution is that
abstract representations are created from concrete repre-
sentations by way of metaphorical extension (Gallese &
Lakoff, 2005; Lakoff, 1987, 2012; Lakoff & Johnson, 1980).
Lakoff extensively documented the use of metaphoric
language to ground spatial and body-centric metaphors
in concrete representations (e.g., life is a journey,”“in
over oneshead; see Lakoff & Johnson, 1980). Therefore,
the function for such extensive use of metaphors in
English, as well as other languages, is not only to com-
municate such abstract concepts but also to provide a
tangible groundingto the body and to the physical
world. It is likely that some sensory and motor involve-
ments led to better metaphoric extension than others.
Once new action outcomes are acquired, they are
unified into a category by application of the same
label or word. Such a label or word can serve as an
anchor to later simulate the initial action. As a result,
as multiple tokens and experiences with the word
build up within the brain, the word alone can come
to serve as the catalyst of the simulation. This view is
similar to that proposed by Borghi and colleagues, in
which words serve as social tools(Borghi &
Binkofski, 2014; Borghi, Scorolli, Caligiore,
Baldassarre, & Tummolini, 2013). It is also consistent
with developmental psychological research on the
acquisition of language. Many studies show that lan-
guage (e.g., words) can serve as a placeholder to
teach category members (Xu, Cote, & Baker, 2005),
and that words facilitate learning new categories
(Lupyan, Rakison, & McClelland, 2007). Therefore,
a word, through its phonetic form, can bind together
individualized action outcomes into a meaningful
category representation. Said another way, individual
tokens are thereby linked into cohesive types (con-
cepts) through words. For a similar view, see the
language-as-context hypothesis,whichsuggeststhat
words provide an internal context that helps con-
strain the flow of information (see Barrett, 2009).
Similarly, other theories suggest that words are an
effective means of propagating neural activity because
they can activate a distributed representation of
related content that can be assigned to multiple cate-
gories depending on context and goal-relevancy (see
Lupyan & Clark, 2015).
Both of these views represent a modern-day
Whorfian hypothesis for how language affects
thought. To this end, words within a language set
which in turn enable the simulations underlying cog-
nitive thought. Said another way, the structural
aspects of any language produce a tangible grounding
of embodied experiences to produce unified cate-
gories in the brain, where the contents of these cate-
gories can then, in turn, be accessed by words. The
greater the number and precision of words that are
linked to the category, the more likely words can be
used as analogical mapping tools to further ground
abstract categories. In this sense, words are not only
human inventions; they are also inventors of new
connections. Therefore, in a language that has no
word or few words to label an experience, informa-
tion will be represented and stored differently com-
pared to a language that has many words to describe
and make meaningful the same experience.
While we believe that language (including indivi-
dual words) is often embodied, we are not suggesting
that language is always so. Likewise, we do not
believe that all embodied instances are anchored by
words: those that afford direct action may be stored
in absence of semantic networks. Thus, even in the
absence of linguistic mapping, some action outcomes
can still be simulated, but only when the context of
that initial action is replicated with near-perfect fide-
lity. Similar ideas have been put forth by hybrid
approaches to conceptual processing (Barsalou,
Santos, Simmons, & Wilson, 2008; Connell &
Lynnot, 2013; Louwerse, 2011; see reviews by
Andrews, Frank, Vigliocco, 2014).
According to
some of these hybrid views, meaning can occur
through embodied simulations, but also through
more shallowprocessing, which does not require
embodiment, but rather draws upon distributed lin-
guistic shortcuts.
In part one of this paper, we identified how psychology
has undergone a paradigm shift in understanding the
workings of the brain. Rather than knowledge being
recoded and removed from the initial sensory and
motor experience, embodied cognition posits that the
brain simulates these details when recalling and using
the knowledge garnered through that experience.
Therefore, the richer and more nuanced the encoding,
the richer and more nuanced the simulation of that
information will be (i.e., in the use or recall of that
information). Individual words within a language are
often mapped to embodied instances and set the stage
for the category learning. As a result, words come to
serve as shortcuts in the later simulation of those
instances. Language can also help ground abstract
information through linguistic metaphor.
Part II: The embodied cognition classroom
Embodied learning as an extension of embodied cogni-
tion is at odds with traditional views of cognition that are
described in Part 1. Many educators have noted the effec-
tiveness of body-based learning in the classroom, yet
among teachers there is often confusion as to why these
strategies are effective and how they relate to embodied
cognition. In addition, there is often confusion between
embodied learning and technology-based learning. While
there are many embodied learning strategies that make
use of technology (some which we review below), simply
having students use technology or move their bodies does
not constitute embodied learning.
Theories of experiential and hands-on learning have
been around for more than a century, describing pro-
cesses that drive learning (Dewey, 1925/1958; Kolb,
2014). For example, the Montessori (1966) learning
approach emphasizes independence, freedom within
limits, hands-on learning, and respect for a childs
natural psychological, physical, and social development.
Yet, the specific mechanism through which these
processes occur has not been well defined. Embodied
cognition is relevant to these pedagogical ideas and
offers potentially useful tools for educators. Some edu-
cators, however, argue that perceptually rich practices
are not optimal and may even be detrimental (e.g.,
Finkelstein et al., 2005; Pouw, Van Gog, & Paas,
2014). While embodied cognition is one theory for
understanding learning, we acknowledge that some
information might be better acquired through other
approaches. The purpose of this paper, however, is to
highlight embodied cognitive strategies in classroom
Reading and instruction
The Indexical Hypothesis, introduced in Part 1, sug-
gests that language is learned and understood by evok-
ing the sensorimotor systems to simulate the situation
or the intention of the action described by the language
(Glenberg & Robertson, 1999; Glenberg & Gallese,
2012; Kaschak & Glenberg, 2000; see Kaschak &
Jones, 2014). Therefore, according to an embodied
learning view, physically moving or engaging the body
and senses in ways that are congruent with the actions
of the situation and what the situation affords should
enhance beginning reading instruction.
Glenberg and colleagues created the Moved by
Reading approach that incorporates embodied learning
in childrens reading comprehension and teaches simu-
lation or acting-outreading in two stages (Glenberg,
Goldberg, & Zhu, 2011). In the first stage, called physical
manipulation, children manipulate toys to simulate the
story they are reading. The approach is meant to
increase comprehension by indexing the major content
words to images or objects, on a word-by-word basis
that does not require understanding the full sentence. It
also does so by constraining the objects the words index.
After a child succeeds in this stage, they can transition
relatively easily to the imagined manipulation stage.
Now children can imagine or mentally simulate doing
these actions themselves while they read. Glenberg and
colleagues showed that first and second graders who
underwent this approach recalled 33% more information
(compared to those who had toys or objects present but
were not allowed to manipulate them; Glenberg,
Gutierrez, Levin, Japuntich, & Kaschak, 2004). In a
Web-based follow-up study, children manipulated the
objects or images on a computer screen rather than
More radical views of embodied cognition completely reject the idea of representations of any kind within the brain, such that
cognition is considered a dynamical system in which continuously changing variables are interdependent on one another for
meaning (see Spivey, 2007; Borghi & Caruana, 2015 for a review). In these views, since there are no mental representations,
reenactment of them becomes impossible.
directly hands-on (Glenberg et al., 2009; Glenberg,
Willford, Gibson, Goldberg, & Zhu, 2011). They
reported a similar-sized effect to the original study.
Importantly, the effect transferred to other genres, as
well (e.g., mathematical problem stories), demonstrating
that this approach can be applied across domains and
tasks. More intriguingly, this approach seems to be
effective with students with learning differences. One
study, utilizing this approach, found that children with
learning disabilities had better free and cued recall for
propositions, objects, and actions than those in the con-
trol condition (where children simply listened to the
experimenter and were instructed to think about each
sentence; Marley, Levin, & Glenberg, 2007).
Glenbergs (2011) findings also support the decades-
old multisensorymultimodal approaches to reading
remediation particularly suggested for students with
learning disabilities. In 1943, Dr. Grace Fernald devel-
oped a multisensory intervention called the Fernald
Method of VAKTVisual, Auditory, Kinesthetic and
Tactile. Todays VAKT continues as a successful and
prescribed reading intervention for students with learn-
ing disabilities and cognitive challenges. This approach
uses a combination of verbal and auditory input, while at
the same time tactically tracing the letters on the back of
the student or on sandpaper to make a kinesthetic
imprint on the brain(Fernald, 1943). In Fernalds
time, it was unclear why this approach worked well
and more so than other methods. Today, however, we
can attribute the methods success to the principles
underlying embodied cognition. Specifically, this
includes the idea that perceptual simulations in modal-
ity-specific systems underlie conceptual processing.
Kiefer and colleagues (2015) examined whether handwrit-
ing and reading comprehension differed in children who
engaged mainly in modes of digital writing (e.g., compu-
ters, tablet PCs, or mobile phones) compared to physical
writing (Kiefer et al., 2015). They found that physically
writing improved the processes of letter recognition, nam-
ing, and composition, and increased reading comprehen-
sion. They argued that physically writing linked the form to
the concept, which promoted the mental representation
needed to write and comprehend language at a higher,
more symbolic level (see also Kiefer & Trumpp, 2012).
Specifically, we suggest that the benefit comes from the
embodied nature of the information acquisition.
Handwriting, compared to typing, requires increased
motor movements. These increased movements provide
a richer encoding of the information, which allows a better
representation from which they can later draw. We
suggest that future empirical studies test this notion
Other studies support this idea as well. Physically writ-
ing letters and words prompt students to be more
thoughtful and engaged, improving their written commu-
nication and improving later reading comprehension
(James & Engelhardt, 2012). In addition, the National
Early Literacy Panel (2008) identified handwriting as a
predictor of later reading ability and general learning
abilities, even after controlling for IQ and socioeconomic
status (see Graham & Santangelo, 2012, for a meta-ana-
lysis). Further, both preschool children and adults show
better letter recognition when learning to write letters by
hand rather than by typing them (Longcamp, Anton,
Roth, & Velay, 2003; Longcamp, Zerbato-Poudou, &
Velay, 2005). The same stored motor programs in the
brain used for handwriting are activated when simply
reading letters (Longcamp et al., 2003). These findings
provide a close functional relationship between reading
and handwriting movements (see James & Engelhardt,
2012). In another study, participants who learned new
characters by copying them by hand (compared to typing
them on a keyboard) made fewer mistakes about the
orientation of letters later on. Specifically, they were less
likely to confuse mirror images of the characters for the
correct ones (Longcamp, Boucard, Gilhodes, & Velay,
2006). Therefore, the ability to remember correctly was
facilitated by the specificity of the movements associated
with learning them.
Taken together, these studies demonstrate that hand-
writing is critical to setting the foundations for learning
to read and to understand information at a higher level.
These findings come on the heels of a rigorous effort of
many school districts to remove writing (namely, cur-
sive) from the curriculum. Many schools view cursive as
a long-lost art, replaceable by typing electronically. We
argue that nothing is further from the truth.
Handwriting (i.e., the physical and tactile act of moving
ones pen) provides more stimulation and precision for
the brain to captureand therefore recallthan any
keystroke associated with typing. Some state administra-
tors, who originally dropped handwriting, have now
reinstated handwriting and cursive instruction into
their curriculum (Hochman & MacDermott-Duffy,
2015) Writing, whether print or cursive, provides a
range of individualized movements associated with
each letter. This specificity has a fuller, more nuanced
representation in the brain for this information.
Math and physics
Embodied learning has been shown to be effective in
advancing studentsSTEM achievement, particularly
mathematics (e.g., Clements, 2000; Martin & Schwartz,
2005). Historically, finger-counting was disapproved of
within formal education and shamed by the public
(Moeller, Martignon, Wessolowski, Engel, & Nuerk,
2011). Current evidence, however, suggests that both
hand and finger representations positively influence
childrens and adultsnumerical processing (Badets &
Pesenti, 2010; Di Luca & Pesenti, 2008; Domahs,
Krinzinger, & Willmes, 2008). For example, when
812-year-old students are given complex subtraction
problems to solve without using their fingers, there is
still increased activation in the somatosensory area of
the brain that is normally activated by tactile sensations
(e.g., using the fingers to count) (Berteletti & Booth,
2015). Interestingly, the more complex the math pro-
blem (i.e., subtraction), the more activation of the
somatosensory area of the brain. In a math meta-ana-
lysis of children ages 711 years, instruction involving
concrete manipulatives provided children with the
most benefit. Older children benefited less than
younger children, however, a finding that can be partly
explained by their increased ability to reason abstractly
(Carbonneau, Marley, & Selig, 2013).
Other demonstrations show that the better knowl-
edge of ones fingers is in the first grade, the better the
number comparison and estimation in the second
grade (Boaler & Chen, 2016). Such knowledge even
predicts studentscalculus scores in college (Berteletti
& Booth, 2015; see also Penner-Wilger & Anderson,
2013). Finally, when students are told to use gestures
when solving math problems (including finger count-
ing), they produce new and novel insights into problem
solving, as well as benefiting more from formal instruc-
tion compared to those students who do not gesture
(Broaders, Cook, Mitchell, & Goldin-Meadow, 2007).
This suggests that finger-based numerical representa-
tions are beneficial for later numerical development,
and that children might build upon concrete structured
representations to learn mental representations
(Moeller et al., 2011). Furthermore, embodied mathe-
matical cognition is thought to broaden the range of
activities and emerging technologies that count as
mathematical, and helps students to envision alterna-
tive forms of engagement with mathematical ideas (e.g.,
De Freitas & Sinclair, 2014). Here cultural influences on
the representation of numbers come into play: Finger-
based counting and other body-based counting is per-
formed differently in different cultures (e.g., Liutsko,
Veraksa, & Yakupova, 2017; Selin, 2001), resulting in
different embodied representations of numbers within
the brain.
The Seeing Change Project brings these ideas to life
in the classroom (Abrahamson, 2012). Here, students
learn about compound probability problems through
embodied games. The project uses both traditional
media (marbles, cards, crayons) and computer-based
modules (NetLogo simulations), which allow students
to work off their basic intuitions to establish mathema-
tical models. As part of the project, students often learn
how their preanalytic judgments are incorrect. The idea
is that students will modify their erroneous theory in
the face of empirical evidence that contradicts their
inferences (Abrahamson, 2012). With this hands-on
approach of bridging informal and formal visualiza-
tions of probability experiments, students in Grades
46 show better abilities to predict probabilities
(Abrahamson, 2012).
In another applied-math learning project called the
Kinemathics project, students (Grades 46) move their
arms in proportional distances to measurements of
similar magnitude displayed on a screen
(Abrahamson, Trninic, Gutiérrez, Huth, & Lee, 2011).
Correct answers make a screen turn green, and incor-
rect make the screen turn red. Using this embodied
learning strategy, students mainly engaged in trial and
error to learn the rules underlying the relationship.
Qualitative data suggest that students who learned
through this strategy were more productive in their
problem solving (Abrahamson et al., 2011).
Outside of math, there are emerging applications for
effective embodied learning strategies in the STEM
fields. One successful example with college-aged stu-
dents comes from physics (Kontra, Lyons, Fischer, &
Beilock, 2015). Students were tested on their knowledge
about angular momentum after actually feeling forces
(by spinning a wheel) or watching someone else per-
form the same action. Brief exposure to actually feeling
the force (the embodied manipulation) improved quiz
scores by approximately 10% (Kontra et al., 2015,
Experiment 1). Moreover, when these students under-
went neuroimaging, the activation in the sensorimotor
cortices predicted the improvement and understanding
of the properties associated with angular momentum.
In one specialized application, Abrahamson and
Lindgren (2014) developed MEteor, an interactive MR
simulation that uses a laser and floor-projected imagery
to help middle-schoolers develop ideas about how
objects move through space. In this application, a stu-
dent becomes an asteroid by attaching himself to a digital
asteroid that is launched into a simulated outer space
where other objects affect the asteroids movement. The
student must move his or her body to move the digital
asteroid around objects that are coming toward him or
her. This requires learning about formal concepts such
as gravitational acceleration and mass. In one evaluation
of the technology, students improved their performance
by 76% on the second trial compared with 51% for those
who used the simulation without bodily cues (as
reported in Abrahamson & Lindgren, 2014).
In another study, college students engaged in one of
three different simulated conditions to learn about centri-
petal force (Johnson-Glenberg, Megowan-Romanowicz,
Birchfield, & Savio-Ramos, 2016). Each had a low and
high embodied condition, in which the high embodied
condition had students physically move their bodies to
examine the construct. The low embodiedcondition
replaced the individual activities with button pushes depict-
ing the same information. Studentslearning of the lesson
was significantly better across all high embodimentcon-
ditions compared to the low embodimentcondition.
Moreover, only students in the high embodimentcondi-
tion maintained their knowledge after one week (Johnson-
Glenberg et al., 2016). These demonstrations show the
value of physical experience in science learning, and lead
the way for classroom practices where movement with the
physical world is an integral part of learning.
We recommend that students in the STEM fields
engage in various learning modalities that utilize multi-
ple sensory and motor domains. These could include
project-based learning and haptic technology (e.g.,
touch-screen tablet displays with feedback in visual and
auditory domains). Other potentially beneficial haptic
technologies might include new motion-tracking tech-
nologies, augmented reality, and gesture recognition.
These instructional strategies can be adapted and gen-
eralized to support young childrens and older students
science and mathematics learning in the classroom.
Importance of cross-cultural considerations in
embodied cognition and learning
An embodied cognition approach can help educators to
rethink their pedagogy and consider ways of learning that
are inclusive of both individual and cultural perspectives
(Cohen & Leung, 2009; Cohen, Leung, & Ijzerman, 2009;
Leung et al., 2011). To the extent that a personsinteraction
with the world is individualized (acquired through their
own motor and perceptual systems), and that those
instances are made meaningful by previous interactions,
they will be influenced by culture (see Leung et al., 2011).
Therefore, particular instances will be situated differently
in various cultures, as well as the degree to which particular
instances are utilized (see also Gibson, 1979; Schubert &
Semin, 2009; Varela, Thompson, & Rosch, 1991). Simply
put, the cognitive structure of an individual, as defined by
his or her own experiences and those supported by cultural
norms and language, informs how information is first
experienced, as well as later simulated. This implies two
things: First, similar actions will be integrated and mapped
differently within the brains of different individuals since
their perceptual and motor systems will have a different set
of experiences that inform the current. Second, the repre-
sentation of this information will be different for different
cultures, which have different priorities, rules, words, and
linguistic metaphors to explain the world around them. To
illustrate: Consider that Westerners tend to adopt a first-
person perspective in which social interactions are often
referenced from an egocentric point of view, whereas
Easterners tend to adopt a third-person point of view (cf.
Leung et al., 2011). European Americans tend to describe
actions as going toward others, whereas Asian Americans
aremorelikelytodescribeactionascoming toward them
(Leung & Cohen, 2007). The body will not only represent
the action differently in each case, but also such metaphors
will further affect the representation and understanding of
this information.
Wilson (2010) calls the effects of culture on cogni-
tive thought cognitive retooling, in which an individuals
cultural knowledge and experiences not only shape (in
development) but also reshape his or her cognitive
system over their lifetime. Kövecses (2002) describes
this idea eloquently when he writes: Social construc-
tions are given bodily basis and bodily motivation is
given social-cultural substance(p. 14).
Summary and significance for designing
embodied curriculum
In this paper, we reviewed how embodied cognition
differs from traditional theories of cognitive function-
ing, while summarizing some of the key empirical
laboratory-based demonstrations in concept learning
and reading. We also showed how these principles
can be applied in the classroom to facilitate learning
in the fields of reading, writing, math, and physics.
Specifically, we proposed that the more nuanced the
encoding (including the more the senses and the body
are involved, as well as the more instances of encoding),
the better the recall and use of that information.
Although we have reviewed numerous applications of
embodied learning in the classroom, there is still much
room for systematic empirical studies that compare
embodied versus traditional theories back-to-back. In
addition, we need more research to help researchers
and others to further implement embodied cognition
into studentscurriculum (including mandatory curricu-
lum), to assess the gains in knowledge as a result, to
develop teacher pedagogy, and finally to leverage this
knowledge for curriculum and policy makers in the
future. One key thing to consider is that assessments
should be developed in tandem with the curriculum,
such that assessments that emphasize the format in
which the material was learned may show better out-
comes, especially for early learners who are more driven
by concrete manipulatives.
Increased understanding of embodied cognition
among educators will likely show improved learning in
the classroom. For example, providing teachers with
instruction in neuroscience and cognitive functioning
has the potential to directly transform teacher prepara-
tion and professional development, and ultimately to
affect how students think about their own learning (e.g.,
Dubinsky, Roehrig, & Varma, 2013). Then, when tea-
chers shared that knowledge with their students, the
studentsown metacognitive awareness for their perfor-
mance is increased (e.g., Dubinsky et al., 2013).
To conclude, it is important for contemporary cognitive
science to continue to investigate the implications of
embodied cognition, including testing the success of
newly developed body-based learning strategies in the
classroom. It should also be understood and highlighted
that different individualsfrom different cultures with a
different set of cultural norms and habits and speaking
different languagesmight have vastly different represen-
tations within the brain because any new experience is
grounded within previous experiences. As a result, more
cross-cultural research is needed to address individual
differences within and across cultures in how particular
cognitive tasks are embodied while being cognizant of
local cultural variations. In sum, embodied cognition
shows promise for learning effectiveness and this under-
standing can further the deployment of embodied teaching
and learning in the classroom and in teacher education.
A special thank you to B. Mcloughlin, who helped with the
About the authors
Jennifer Fugate, PhD, is an Assistant Professor at the
University of Massachusetts Dartmouth. Her research focuses
on how language shapes emotion percepts, and the role that
language plays in grounding abstract categories. She is the
author of several book chapters and articles, and her work on
facial depictions of emotion has received recognition in sev-
eral popular press books and in the Court of Law. She is a
certified FACS-coder.
Sheila Macrine, PhD, is a Professor at the University of
Massachusetts Dartmouth. Her research interests focus on
two areas: 1) school psychology including alternative assess-
ment and embodied cognition; and 2) connecting the cul-
tural, political, and institutional contexts of critical pedagogy
as they relate to the public sphere, democratic education and
social imagination. She is a critical feminist and has
published numerous articles, grants and books including:
Critical Pedagogy in Uncertain Times: Hope and Possibilities.
Christina Cipriano, PhD, is an Assistant Professor at the
University of Massachusetts Dartmouth. Her research focuses
on serving vulnerable youth through systematic examination
of the interactions within their homes, schools, and commu-
nities to promote pathways to optimal developmental out-
comes. She is a Service Learning Fellow, Community
Engaged Research Scholar, and Principle Investigator of the
Recognizing Excellence in Learning and Teaching (RELATE)
Project. She directs several research initiatives and regularly
disseminates her science in both academic journals and pro-
fessional development workshops for pre-service and inser-
vice educators and school personnel.
Jennifer M. B. Fugate
Sheila L. Macrine
Christina Cipriano
Abrahamson, D. (2012). Seeing chance: Perceptual reasoning
as an epistemic resource for grounding compound event
spaces. ZDMInternational Journal on Mathematics
Education,44(7), 869881. doi:10.1007/s11858-012-0454-6
Abrahamson, D., & Lindgren, R. (2014). Embodiment and
embodied design. In R. K. Sawyer (Ed.), The Cambridge
handbook of the learning sciences (2nd ed.). Cambridge,
UK: Cambridge University Press.
Abrahamson, D., Trninic, D., Gutiérrez, J. F., Huth, J., & Lee,
R. G. (2011). Hooks and shifts: A dialectical study of
mediated discovery. Technology, Knowledge and Learning,
16(1), 5585.
Andrews, M., Frank, S., & Vigliocco, G. (2014). Reconciling
embodied and distributional Accounts of meaning in lan-
guage. Topics in Cognitive Science,6, 359370.
Arbib, M. A. (Ed.). (2006). Action to language via the mirror
neuron system. Cambridge, MA: Cambridge University Press.
Aziz-Zadeh, L., & Damasio, A. (2008). Embodied semantics
for actions: Findings from functional brain imaging.
Journal of Physiology-Paris,102(1), 3539. doi:10.1016/j.
Badets, A., & Pesenti, M. (2010). Creating number semantics
through finger movement perception. Cognition,115(1),
4653. doi:10.1016/j.cognition.2009.11.007
Barrett, L. F. (2009). The future of psychology: Connecting
mind to brain. Perspectives on Psychological Science,4(4),
326339. doi:10.1111/j.1745-6924.2009.01134.x
Barsalou, L. W. (1999). Perceptual symbol systems.
Behavioral Brain Sciences,22(4), 577660.
Barsalou, L. W. (2003). Abstraction in perceptual symbol
systems. Philosophical Transactions of the Royal Society of
London B: Biological Sciences,358(1435), 11771187.
Barsalou, L. W. (2008). Grounded cognition. Annual Review
Psychology,59, 617645. doi:10.1146/annurev.
Barsalou, L. W., Santos, A., Simmons, K. W., & Wilson, C. D.
(2008). Language and simulations in conceptual proces-
sing. In M. De Vega, A. M. Glenberg, & A. C. Graesse
(Eds), Symbols, embodiment, and meaning (pp. 245283).
New York, NY: Oxford University Press.
Berteletti, I., & Booth, J. R. (2015). Perceiving fingers in
single-digit arithmetic problems. Frontiers in Psychology,
6(226), 110. doi:10.3389/fpsyg.2015.00226
Boaler, J., & Chen, L. (2016). Why kids should use their
fingers in math class. Atlantic,114. Retrieved from
Borghi, A. M, & Caruana, F. (2015). Embodiment theories.
In: J. D. Wright (Ed), International encyclopedia of the
social & behavioral sciences (2nd ed.,). Vol 7. Oxford:
Elsevier (pp. 317333).
Borghi, A. M., & Binkofski, F. (2014). Words as social tools:
An embodied view on abstract concepts. New York, NY:
Springer Science & Business Media.
Borghi, A. M., & Pecher, D. (2011). Introduction to the
special topic embodied and grounded cognition. Frontiers
in Psychology,2, 187.
Borghi, A. M., Scorolli, C., Caligiore, D., Baldassarre, G., &
Tummolini, L. (2013). The embodied mind extended:
Using words as social tools. Frontiers in Psychology,4,1
10. doi:10.3389/fpsyg.2013.00214
Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow,
S. (2007). Making children gesture brings out implicit
knowledge and leads to learning. Journal of Experimental
Psychology: General,136(4), 539550. doi:10.1037/0096-
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-
analysis of the efficacy of teaching mathematics with con-
crete manipulatives. Journal of Educational Psychology,105
(2), 380400. doi:10.1037/a0031084
Chao, K. J., Huang, H. W., Fang, W. C., & Chen, N. S. (2013).
Embodied play to learn: Exploring kinect-facilitated mem-
ory performance. British Journal of Educational
Technology,44(5), 151155. doi:10.1111/bjet.12018
Chemero, A. (2009). Radical embodied cognitive science.
Cambridge, MA: MIT Press.
Clark, A. (2008). Supersizing the mind: Embodiment, action,
and cognitive extension. New York, NY: Oxford University
Clements, D. H. (2000). Concretemanipulatives, concrete
ideas. Contemporary Issues in Early Childhood,1(1), 4560.
Cohen, D., & Leung, A. K. Y. (2009). The hard embodiment
of culture. European Journal of Social Psychology,39(7),
12781289. doi:10.1002/ejsp.671
Cohen, D., Leung, A. K. Y., & Ijzerman, H. (2009). Culture,
psyche, and body make each other up. European Journal of
Social Psychology,39(7), 12981299. doi:10.1002/ejsp.698
Connell, L., & Lynnot, D. (2013). Flexible and fast: Linguistic
shortcut affects both shallow and deep conceptual proces-
sing. Psychonomic Bulletin & Review,20(3), 542550.
De Freitas, E., & Sinclair, N. (2014). Mathematics and the
body: Material entanglements in the classroom. New York,
NY: Cambridge University Press.
Decety, J., & Grèzes, J. (2006). The power of simulation:
Imagining ones own and others behavior. Brain
Research,1079(1), 414. doi:10.1016/j.brainres.2005.12.115
Dewey, J. (1925/1958). The later works, 19251953 (Vol. 16).
Carbondale, IL: Southern Illinois University Press.
Di Luca, S., & Pesenti, M. (2008). Masked priming effect with
canonical finger numeral configurations. Experimental Brain
Research,185,2739. doi:10.1007/s00221-007-1132-8
Di Luca, S., & Pesenti, M. (2011). Finger numeral representa-
tions: More than just another symbolic code. Frontiers in
Psychology,2, 272. Retrieved from https://www.frontiersin.
Domahs, F., Domahs, U., Schlesewsky, M., Ratinckx, M.,
Verguts, E., Willmes, T., Domahs, K. & Nuerk, H. C.
(2007). Neighborhood consistency in mental arithmetic:
Behavioral and ERP evidence. Behavioral and Brain
Functions,3(1), 66. Retrieved from
Domahs, F., Krinzinger, H., & Willmes, K. (2008).Mind the gap
between both hands: Evidence for internal finger-based num-
ber representations in childrens mental calculation. Cortex,
44,359367. doi:10.1016/j.cortex.2007.08.001
Dubinsky, J., Roehrig, G., & Varma, S. (2013). Infusing neu-
roscience into teacher professional development.
Education Researcher,42(6), 317329. doi:10.3102/
Fernald, G. M. (1943). Remedial techniques in basic school
subjects. New York, NY : McGraw-Hill.
Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B.,
Perkins, K. K., Podolefsky, N. S., . . . LeMaster, R. (2005).
When learning about the real world is better done vir-
tually: A study of substituting computer simulations for
laboratory equipment. Physical Review Special Topics
Physics Education Research,1(1), 101103. doi:10.1103/
Gallese, V., & Lakoff, G. (2005). The brains concepts: The
role of the sensory-motor system in conceptual knowledge.
Cognitive Neuropsychology,22, 455479. doi:10.1080/
Gibson, J. J. (1979). The ecological approach to visual percep-
tion (Classic ed.). Boston, MA: Houghton Mifflin.
Glenberg, A. (1999). Why mental models must be embodied.
Advances in Psychology,128(C), 7790.
Glenberg, A., Willford, J., Gibson, B., Goldberg, A., & Zhu, X.
(2011). Improving reading to improve math. Scientific
Studies of Reading,125. doi:10.1080/
Glenberg, A. M. (2011). How reading comprehension is
embodied and why that matters. International Electronic
Journal of Elementary Education,4(1), 518.
Glenberg, A. M., & Gallese, V. (2012). Action-based lan-
guage: A theory of language acquisition, comprehension,
and production. Cortex,48(7), 905922. Epub April 27,
2011. doi:10.1016/j.cortex.2011.04.010
Glenberg, A. M., Goldberg, A. B., & Zhu, X. (2011).
Improving early reading comprehension using embodied
CAI. Instructional Science,39,2739.
Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., &
Kaschak, M. P. (2004). Activity and imagined activity can
enhance young childrens reading comprehension. Journal
of Educational Psychology,96(3), 424436. doi:10.1037/
Glenberg, A. M., & Kaschak, M. P. (2002). Grounding lan-
guage in action. Psychonomic Bulletin and Review,9(3),
558565. doi:10.3758/BF03196313
Glenberg, A. M., & Robertson, D. A. (1999). Indexical under-
standing of instructions. Discourse Processes,28(1), 126.
Goldinger, S. D., Papesh, M. H., Barnhart, A. S., Hansen,
W. A., & Hout, M. C. (2016). The poverty of embodied
cognition. Psychonomic Bulletin and Review,23(4), 959
978. doi:10.3758/s13423-015-0860-1
Golonka, S., & Wilson, A. D. (2012). Gibsons ecological
approach. Avant: Trends in Interdisciplinary Studies,3(2),
Graham, S., & Santangelo, T. (2012, January). A meta-analy-
sis of the effectiveness of teaching handwriting. Paper pre-
sented at Handwriting in the 21st Century? An
Educational Summit, co-sponsored by American
Association of School Administrators and Zaner Bloser,
Washington, DC.
Grèzes, J., Tucker, M., Armony, J., Ellis, R., & Passingham,
R. E. (2003). Objects automatically potentiate action: An
fMRI study of implicit processing. European Journal of
Neuroscience,17, 27352740. doi:10.1046/j.1460-
Hauk, O., Johnsrude, I., & Pulvermüller, F. (2004).
Somatotopic representation of action words in human
motor and premotor cortex. Neuron,41(2), 301307.
Hochman, J., & MacDermott-Duffy, B. (Spring 2015).
Effective writing instruction: Time for a revolution.
Perspectives on Language and Literacy,3137. Retrieved
from http://1ll76r4coqvu2q936a2i0d2h.wpengine.netdna-
Hutto, D., & Myin, E. (2013). Radical enactivism: Basic minds
without content. Cambridge, MA: MIT Press.
Hwang, S. O.,Seegers, S., Lepic, R., Hodgdon, E., Nozomi, T.,
& Ilkbasaran, D. (2014). Organizing a lexicon with pat-
terned iconicity. In: Proceedings of the 6th Conference of
the International Society for Gesture Studies.San Diego: CA.
Retrieved from
James, K. H., & Engelhardt, L. (2012). The effects of handwriting
experience on functional brain development in pre-literate
children. Trends in Neuroscience and Education,1(1), 3242.
JOUR. doi:10.1016/j.tine.2012.08.001
James, W. (1884). What is an emotion? Mind,9(34), 188205.
Jeannerod, M., (2006). Motor cognition: What actions tell the
self. Oxford: Oxford University Press.
Johnson-Glenberg, M. C., & Megowan-Romanowicz, C.
(2017). Embodied science and mixed reality: How gesture
and motion capture affect physics education. Cognitive
Research: Principles and Implications,2(24). doi:10.1186/
Johnson-Glenberg, M. C., Megowan-Romanowicz, C.,
Birchfield, D. A., & Savio-Ramos, C. (2016). Effects of
embodied learning and digital platform on the retention
of physics content: Centripetal force. Frontiers in
Psychology,7(1819), 122. doi:10.3389/fpsyg.2016.01819
ing: The role of affordances and grammatical constructions in
sentence comprehension. Journal of Memory and Language,
43(3), 508529. doi:10.1006/jmla.2000.2705
Kaschak, M. P., & Jones, J. L. (2014). Grounding language in
our bodies. In T. M. Holtgraves (Eds.), The Oxford hand-
book of language and social psychology (pp. 317329). New
York, NY: Oxford University Press.
Kiefer, M., Schuler, S., Mayer, C., Trumpp, N., Hille, K., &
Sachse, S. (2015). Handwriting or typewriting? The influ-
ence of pen or keyboard-based writing training on reading
and writing performance in preschool handwriting.
Advances in Cognitive Psychology,11(4), 136146.
Kiefer, M., & Trumpp, N. M. (2012). Embodiment theory and
education: The foundations of cognition in perception and
action. Trends Neuroscience and Education,1,1520.
Kolb, D. A. (2014). Experiential learning: Experience as the
source of learning and development. Upper Saddle Ridge,
NJ: Pearson.
Kontra, C., Lyons, D. J., Fischer, S. M., & Beilock, S. L.
(2015). Physical experience enhances science learning.
Psychological Science,26(6), 737749. doi:10.1177/
Kosslyn, S. M. (1975). Information representation in visual
images. Cognitive Psychology,7(3), 341370. doi:10.1016/
Kövecses, Z. (2002). Metaphor: A practical introduction. New
York, NY: Oxford University Press.
Krois, J. M., Rosengren, M., Steidele, A., & Westerkamp, D.
(Eds.). (2007). Embodiment in cognition and culture (Vol.
71). Amsterdam: John Benjamins.
Lakoff, G. (1987). Fire, women and dangerous things: What
categories reveal about the mind. Chicago, IL: Chicago
University Press.
Lakoff, G. (2012). Explaining embodied cognition results.
Topics in Cognitive Science,4(4), 773785. doi:10.1111/
Lakoff, G., & Johnson, M. (1980). Conceptual metaphor in
everyday language. The Journal of Philosophy,77(8), 453
486. doi:10.2307/2025464
Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The
embodied mind and its challenge to western thought. New
York, NY: Basic books.
Leitan, N. D., & Chaffey, L. (2014). Embodied cognition and its
applications: A brief review. Sensoria: A Journal of Mind,
Brain & Culture,10(1), 310. doi:10.7790/sa.v10i1.384
Leung, A. K., & Cohen, D. (2007). The soft embodiment of
culture: Camera angles and motion through time and
space. Psychological Science,18(9), 824830.
Leung, A. K. Y., Qiu, L., Ong, L., & Tam, K. P. (2011).
Embodied cultural cognition: Situating the study of embo-
died cognition in socio-cultural contexts. Social and
Personality Psychology Compass,5(9), 591608.
Liutsko, L., Veraksa, A. N., & Yakupova, V. A. (2017).
Embodied finger counting in children with different cul-
tural backgrounds and hand dominance. Psychology in
Russia,10(4), 8692.
Longcamp, M., Anton, J. L., Roth, M., & Velay, J. L. (2003).
Visual presentation of single letters activates a premotor
area involved in writing. NeuroImage,19(4), 14921500.
Longcamp, M., Boucard, C., Gilhodes, J. C., & Velay, J. L.
(2006). Remembering the orientation of newly learned
characters depends on the associated writing knowledge:
A comparison between handwriting and typing. Human
Movement Science,25(45), 646656. doi:10.1016/j.
Longcamp, M., Zerbato-Poudou, M. T., & Velay, J. L. (2005).
The influence of writing practice on letter recognition in
preschool children: A comparison between handwriting
and typing. Acta Psychologica,119(1), 6779. doi:10.1016/
Louwerse, M. (2011). Stormy seas and cloudy skies:
Conceptual processing is (still) linguistic and perceptual.
Frontiers in Psychology,2,14. doi:10.3389/
Lupyan, G., & Clark, A. (2015). Words and the world:
Predictive coding and the language-perception-cognition
interface. Current Directions in Psychological Science,24(4),
279284. doi:10.1177/0963721415570732
Lupyan, G., Rakison, D. H., & McClelland, J. L. (2007).
Language is not just for talking: Redundant labels facilitate
learning of novel categories. Psychological Science,18(12),
Macedonia, M., & Klimesch, W. (2014). Longterm effects of
gestures on memory for foreign language words trained in
the classroom. Mind, Brain, and Education,8,7488.
Mahon, B. Z. (2015). The burden of embodied cognition.
Canadian Journal Experimental Psychology,69(2), 172
178. doi:10.1037/cep0000060
Mahon, B. Z., & Caramazza, A. (2008). A critical look at the
embodied cognition hypothesis and a new proposal for
grounding conceptual content. Journal of Physiology,102,
Marley, S. C., Levin, J. R., & Glenberg, A. M. (2007).
Improving Native American childrens listening compre-
hension through concrete representations. Contemporary
Educational Psychology,32(3), 537550. doi:10.1016/j.
Martin, A. (2007). The representation of object concepts in
the brain. Annual Review Psychology,58,2545.
Martin, T., & Schwartz, D. L. (2005). Physically distributed
learning: Adapting and reinterpreting physical environ-
ments in the development of fraction concepts. Cognitive
Science,29(4), 587625. doi:10.1207/s15516709cog0000_15
Moeller, K., Martignon, L., Wessolowski, S., Engel, J., &
Nuerk, H. C. (2011). Effects of finger counting on numer-
ical development: The opposing views of neurocognition
and mathematics education. Frontiers in Psychology,2
(328), 7579. doi:10.3389/fpsyg.2011.00328
Montessori, M. M. (1966). The human tendencies and
Montessori education. Amsterdam: Association
Montessori Internationale.
Mueller, P., & Oppenheimer, D. (2014). The pen is mightier
than the keyboard: ad- vantages of longhand over laptop
note taking, Psychological Science,25,110.
National Early Literacy Panel. (2008). Developing early lit-
eracy: Report of the national early literacy panel.
Washington, DC: National Institute for Literacy.
Noë, A.. (2004). Action in perception. Cambridge, MA: MIT press.
Pellicano, A., Borghi, A. M., & Binkofski, F. (2017). Editorial:
Bridging the theories of affordances and limb apraxia.
Frontiers in Human Neuroscience,11(March), 1012.
Penner-Wilger, M., & Anderson, M. L. (2013). The relation
between finger gnosis and mathematical ability: Why rede-
ployment of neural circuits best explains the finding.
Frontiers in Psychology,4, 877. doi:10.3389/fpsyg.2013.00877
Peverly, S. T.,Vekaria, P. C., Reddington, L. A., Sumowski, J.
F., Johnson, K. R., & Ramsay, C. M. (2013). The relation-
ship of handwriting speed, working memory, language
comprehension and outlines to lecture note-taking and
test-taking among college students, Applied Cognitive
Psychology,27, 115126.
Pfeifer, R, & Bongard, J. (2007). How the body shapes the way we
think: A new view of intelligence. Cambridge, MA: MIT press.
Pouw, W. T. J. L., Van Gog, T., & Paas, F. (2014). An
embedded and embodied cognition review of instructional
manipulatives. Educational Psychology Review,26(1), 51
72. doi:10.1007/s10648-014-9255-5
Rauscher, F. H., Krauss, R. M., & Chen, Y. (1996). Gesture,
speech, and lexical access: The role of lexical movements in
speech production. Psychological Science,7(4), 226231.
Rochat, M. J., Caruana, F., Jezzini, A., Intskirveli, I.,
Grammont, F., Gallese, V., . . . Umiltà, M. A. (2010).
Responses of mirror neurons in area F5 to hand and tool
grasping observation. Experimental Brain Research,204(4),
605616. doi:10.1007/s00221-010-2329-9
Schubert, T. W., & Semin, G. R. (2009). Embodiment as a
unifying perspective for psychology. European Journal of
Social Psychology,39(7), 11351141. doi:10.1002/ejsp.v39:7
Selin, H. (Ed.). (2001). Mathematics across cultures: The his-
tory of non-western mathematics. New York, NY: Springer.
Shapiro, L. (2007). The embodied cognition research pro-
gramme. Philosophy Compass,2(2), 338346. doi:10.1111/
Shapiro, L. A. (2011). Embodied cognition: Lessons from
linguistic determinism. Philosophical Topics,39(1), 121
140. doi:10.5840/philtopics201139117
Smith, L. B. (2005). Cognition as a dynamic system:
Principles from embodiment. Developmental Review,25
(3), 278298. doi:10.1016/j.dr.2005.11.001
Spivey, M. J. (2007). The continuity of mind. New York:
Oxford University Press.
Srinivasan, S. M., Eigsti, I. M., Gifford, T., & Bhat, A. N.
(2016). The effects of embodied rhythm and robotic inter-
ventions on the spontaneous and responsive verbal com-
munication skills of children with Autism Spectrum
Disorder (ASD): A further outcome of a pilot randomized
controlled trial. Research in Autism Spectrum Disorders,27,
Tettamanti, M., Buccino, G., Saccuman, M. C., Gallese, V.,
Danna, M., Scifo, P., & Perani, D. (2005). Listening to
action-related sentences activates fronto-parietal motor
circuits. Journal of Cognitive Neuroscience,17(2), 273
281. doi:10.1162/0898929053124965
Tucker, M., & Ellis, R. (1998). On the relations between seen
objects and components of potential actions. Journal of
Experimental Psychology: Human Perception and
Performance,24, 830846. doi:10.1037/0096-
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied
mind:Cognitive science and human experience. Cambridge,
MA: MIT Press.
Whittemore, R., & Knalfl, K. (2005). The integrative review:
Update methodology. Journal of Advanced Nursing,52(3),
546553. doi:10.1111/j.1365-2648.2005.03621.x
Willems, R. M., & Francken, J. C. (2012). Embodied cogni-
tion: Taking the next step. Frontiers in Psychology,3(582).
Wilson, M. (2002). Six views of embodied cognition.
Psychonomic Bulletin & Review,9(4), 625636.
Wilson, M. (2010). The re-tooled mind: How culture re-engineers
cognition. Social Cognitive and Affective Neuroscience,5(23),
180187. doi:10.1093/scan/nsp054
Wilson, R. A., & Foglia, L. (2017). Embodied cognition. In
E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy
(Spring 2017 ed.). Retrieved from https://plato.stanford.
Winn, W. (2003). Learning in artificial environments:
Embodiment, embeddedness and dynamic adaptation.
Technology, Instruction, Cognition and Learning,1(1), 87114.
Xu, F., Cote, M., & Baker, A. (2005). Labeling guides object
individuationin12-month-oldinfants.Psychological Science,
16(5), 372377.
Ziemke, T. (2002). Introduction to the special issue on situ-
ated and embodied cognition. Cognitive Systems Research,
3(3), 271274. doi:10.1016/S1389-0417(02)00068-2
prehension. In D. Pecher & R. Zwaan (Eds.), Grounding cogni-
tion: The role of perception andactioninmemory,language,
and thought (pp. 224245). Cambridge, UK: Cambridge
University Press. doi:10.1017/CBO9780511499968.010
Zwaan, R. A., Stanfield, R. A., & Yaxley, R. H. (2002).
Language comprehenders mentally represent the shapes
of objects. Psychological Science,13(2), 168171.
Zwaan, R. A., & Taylor, L. J. (2006). Seeing, acting, under-
standing: Motor resonance in language comprehension.
Journal of Experimental Psychology: General,135(1), 111.
... Although it might be more intuitive to understand the how one's body is involved in the cognitive process for concrete concepts directly involving movement or the senses, embodied cognition also plays a role in the cognitive process of abstract concepts. Some authors propose that metaphors are used to transform abstract notions into more concrete representations [8]. Indeed, [19] says metaphors are a way to set up a background for thinking about abstract concepts which is done by using structured knowledge from a semantically unrelated brain area. ...
... Embodied Cognition seems to be bonded with the strength of the memory recollection as evidences show that the richer and more nuanced the encoding, so will be the simulation and better are the chances of an accurate recall [8]. Elaborative encoding methods [6] (e.g., Peg-word method, Person-Action-Object) support that using different brain areas has the potential to increase memory results. ...
... Throughout the years of the development of the embodied cognition theory diverse views have emerged, nevertheless two characteristics remain mostly constant: "(a) Cognition involves the body and its interactions with the world, and (b) such interactions of the body with the world are represented in the brain in a nonabstracted sense" [8]. ...
Full-text available
Embodied cognition as showed how engaging one's body improves the cognition process. In this article it is presented a compilation of embodied learning strategies shown to be valuable tools in the educational context. Content specific strategies for Language learning, Math and Physics are included, as well as the explanation of general rules to allow educators the freedom of creating their own methods.
... Embodied cognition is a way to explain how we make meaning of the world in our physical interactions with that world, and the linking of mind to body, has a rich history in educational research in regard to understanding the complex processes and experiences of teaching and learning (Fugate et al., 2019). Embodied cognition is not a single theory that can be applied to all contexts in the same way (Wilson, 2002), but rather as Wellsby and Paxman (2014) point out it is "a broad term used to describe a class of theories within cognitive science" which form "a continuum ranging from strongly embodied to disembodied, differing in their assumptions about the nature of the relationship between sensorimotor and cognitive processing" (p. 1). ...
This book brings together a collection of work from around the world in order to consider effective STEM, robotics, and mobile apps education from a range of perspectives. It presents valuable perspectives—both practical and theoretical—that enrich the current STEM, robotics, and mobile apps education agenda. As such, the book makes a substantial contribution to the literature and outlines the key challenges in research, policy, and practice for STEM education, from early childhood through to the first school-age education. The audience for the book includes college students, teachers of young children, college and university faculty, and professionals from fields other than education who are unified by their commitment to the care and education of young children.
... Over the last forty years there has been a paradigm shift in Psychology, in which human thinking is now viewed as inseparably linked with the body and the environment (e.g., Varela et al., 1991;Wilson, 2002;Abrahamson, 2004;Hutto, 2007;Chemero, 2009;Fugate et al., 2018). Embodied views of thinking suggest that it is deeply dependent on features of the physical body of the learner, where the body plays a significant causal or constitutive role in cognitive processing (Kumar, et al., 2018;Wilson and Foglia, 2011). ...
Full-text available
In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the body in teaching, especially in early schooling, many teachers’ understandings of the science and benefits of sensorimotor engagement or embodied cognition across grades levels and the content areas is little understood. Here, we outline seven goals in our model and four major “action” steps
... Over the last forty years there has been a paradigm shift in Psychology, in which human thinking is now viewed as inseparably linked with the body and the environment (e.g., Varela et al., 1991;Wilson, 2002;Abrahamson, 2004;Hutto, 2007;Chemero, 2009;Fugate et al., 2018). Embodied views of thinking suggest that it is deeply dependent on features of the physical body of the learner, where the body plays a significant causal or constitutive role in cognitive processing (Kumar, et al., 2018;Wilson and Foglia, 2011). ...
Full-text available
In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the body in teaching, especially in early schooling, many teachers’ understandings of the science and benefits of sensorimotor engagement or embodied cognition across grades levels and the content areas is little understood. Here, we outline seven goals in our model and four major “action” steps. To address steps 1 and 2, we recap previously published reviews of the experimental evidence of embodied cognition (and embodied learning) research across multiple learning fields, with a focus on how both simple embodied learning activities—as well as those based on more sophisticated technologies of AR, VR, and mixed reality—are being vetted in the classroom. Step 3 of our model outlines how researchers, teachers, policy makers, and designers can work together to help translate this knowledge in support of these goals. In the final step (step 4), we extract generalized, practical embodied learning principles, which can be easily adopted by teachers in the classroom without extensive training. We end with a call for educators and policy makers to use these principles to identify learning objectives and outcomes, as well as track outcomes to assess whether program objectives and competency requirements are met.
... However, if before COVID-19 several studies have focused on online learning trying to identify the factors influencing student's engagement in normal situations (Fugate et al., 2018;Wong and Chong, 2018), there is a lack of research about the distinct components influencing student's engagement in online learning during the COVID-19 pandemic emergency. So, in accordance with Bond's definition of engagement, that is rooted in the communities of learning paradigm, engagement represents "the energy and effort that students employ within their learning community, observable via any number of behavioral, cognitive or affective indicators across a continuum" (Bond and Bedenlier, 2019, p.3). ...
Full-text available
This contribute investigates how Emergency Remote Education (ERE) impacted families during the spring 2020 Covid-19 lockdown, and in particular, the extent to which the impact of ERE on families, measured in terms of space and equipment sharing, moderates the effect of student and family characteristics on students' engagement. The study derived from the administration of an online survey to 19,527 families with children attending schools, from nursery to upper secondary grade. The total number of student records collected amounted to 31,805, since parents had to provide data for each school-age child in the family. The survey contains 58 questions, divided into three sections, with the first two sections designed to get a reading at family level and the third section to gather data for each school-age child in the family. After verifying the validity of the engagement construct through confirmatory factor analysis, two structural equation models were used to analyze the students' engagement. The main findings reveal how the impact of the ERE on the families has had a significant role in predicting students' level of engagement observed by parents with respect to different predictor variables. Finally, we argue that it is necessary to follow a holistic approach to observe the challenges imposed by the switch of the process of deferring teaching from presence to distance, imposed by the pandemic emergency on families. In fact, a holistic approach can promote student engagement and prevent the onset of cognitive-behavioral and affective problems linked to disengagement in ERE.
... For example, what cognitive mechanisms underline teacher learning in the extended reality environments? A situated learning perspective on teacher learning (e.g., Borko et al., 2000; and embodied cognition (e.g., Fugate et al., 2019;Ibrahim-Didi, 2015) suggest promising directions to exploring this question. For us, as mathematics education researchers, this innovative 360 technology opened new avenues to study PSTs' reflective noticing and learning in general. ...
Full-text available
The benefits of using video in teacher education as a tool for reflection and developing professional expertise have long been recognized. Recent introduction of 360 video technology holds promise to further extend these benefits as it allows prospective teachers to reflect on their own performance by considering the classroom from multiple perspectives. This study examined nine prospective secondary teachers’ (PSTs) noticing and self-reflection on the 360 recordings of their own teaching. The PSTs enrolled in a capstone course Mathematical Reasoning and Proving for Secondary Teachers taught a proof-oriented lesson to small groups of students in local schools capturing their teaching with 360-video cameras. We analyzed the PSTs’ written comments on their video and reflection reports to identify the categories of noticing afforded by the 360 technology as well as the instances of PSTs’ learning. The results point to the powerful potential of 360 videos for supporting PSTs self-reflection and professional growth.
Young children are increasingly engaging with digital technologies in their homes and in pre-schools around Australia, however there is a lack of understanding about the type of early years pedagogy needed to support children’s play and learning with digital technologies. This chapter examines research in three preschool settings in which educators introduced digital technologies to their children. In the three case studies, we are reporting on the actions, dispositions and behaviours of the children as captured by the chosen moments informed by our observations (field notes and observational templates) and teachers’ comments (in response to interviews). Our research questioned how robotic devices such as Beebots could support and complement children’s STEM learning. Data were analysed using a deductive thematic approach and an instructional embodiment framework that considered how physical and imaginary embodied cognition were apparent in the children’s interactions and experiences with tangible coding technologies such as Beebots. We found that embodied cognition was embedded in a variety of STEM play situations and was integral to the development of children’s learning. Children’s pretend play aligned with imagined embodiment and was influential in a variety of play situations, enabling digital learning. We found that Beebots did afford embodied learning and the research demonstrates the potential for facilitating imaginative embodiment in the context of play-based learning. Beebots can form part of a rich teaching and learning technologies environment and must be considered as part of the physical makeup of the educational context. Digital technologies in play-based learning should be considered as part of teachers’ planning and designing of the learning environment. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
Embodied cognition is a concept that has been extensively explored by scholars within the Child-Computer Interaction community. However, there is a lack of a synthesis of this research to clarify the field’s benefits and drawbacks. This paper presents a survey of articles published between 2010 and 2020 in the Interaction Design and Children (IDC) conference and the International Journal of Child-Computer Interaction (IJCCI). We retrieved 158 papers using the keyword ”embodied cognition” and its derivatives. Further screening narrowed these down to 43. The purpose of this review is to provide an overview of the current landscape of’embodied’ research by reporting the most common subject areas of application, forms, and modes of embodiment, and the role of children and adults. Our contribution is twofold: we highlight the main trends around these themes within the field, and we provide eight critical areas of future research. By illustrating new challenges and opportunities, we aim to support the growth of this area of research within the CCI community.
If asked to describe a quintessential embodied learning experience, most would not describe an experience enabled by technology-based tools and environments. On the contrary, technology-enabled learning (TEL) experiences would be described by many as examples of disembodied learning. This chapter argues, on the other hand, that contemporary TEL tools can have valuable affordances for the support of learners in embodied learning environments. In making this argument, the chapter begins by outlining the important aspects of learning which are ignored by a disembodied stance, including the way in which environmental interaction impacts on cognition and perception; the role of implicit, unconscious or tacit learning; and the role of alignment or misalignment between the learning and application context. Next, a refocused explanation of the notion of affordances is provided which helps to understand the ways in which a learner’s unique prior experience, knowledge and body schema impact on the bodily learning affordances provided for them by the learning environment. Finally, the chapter unpacks the potential affordances of TEL tools to support embodied learning in authentic practice-based learning contexts. The argument is made that augmented reality technologies that capitalise on the ubiquitous availability of mobile devices have transformational potential.
Technical Report
Full-text available
Despite growing recognition of its contribution to the development of key dispositions for learning such as problem-solving, practical learning still tends to be seen as the poor relative of academic learning. This report, commissioned by the Royal Academy of Engineering, seeks to reimagine practical learning. It reaches beyond unhelpful binary stereotypes of academic versus practical, theoretical versus applied, and traditional versus progressive to reimagine practical learning in secondary schools as something to be desired by the whole education system. The research concludes that: + practical learning is complex, valuable and an integral part of almost all learning without paying explicit attention to creating opportunities for practical learning, it is likely to be overlooked, ignored or undervalued in secondary schools, which, in England are largely measured by success at GCSE and A levels. + the three methods explored in particular – project-based, inquiry-based and problem-based learning – generate unhelpful responses in some school leaders and teachers, at least in part because they are only known by their media hype and not examined with a more critical lens. + there are several practical steps now needed to take our reimagining of practical learning in secondary schools to the next stage.
Full-text available
Background. Embodied finger counting has been shown to have cross-cultural differences in previous studies (Lindemann, Alipour, & Fisher, 2011; Soto & Lalain, 2008). However, their results were contradictory in reference to Western populations with regard to the hand preferred: The first study showed that in Western countries - Europe and the United States - participants preferred to start with the left hand (whereas in the Middle East - Iran - they used the right hand); the second study showed that participants in France preferred the right hand. Objective. Our study aimed to observe these differences in two countries, Spain (Western Europe) and Russia (Eastern Europe part), although taking into account the variety of cultural or ethnic groups who live there. Design. The observational/descriptive study, together with correlational analysis of the finger-counting pattern (from 1 to 10) used by children aged 10 to 12 who had not been taught to use their fingers for counting, considered factors of cultural origin and hand dominance. The possible effects of this action on cognition - in our case, math achievement - were considered also. Results and conclusion. The differences in the frequency of the finger-counting patterns might suggest cultural-individual differences in performance; however, the correlational analysis did not reveal that these differences were statistically significant, either for gender or for mark in math. However, hand dominance was a significant predictor of the preferred hand with which to start counting. The full text is an open access and for free:
Full-text available
A mixed design was created using text and game-like multimedia to instruct in the content of physics. The study assessed which variables predicted learning gains after a 1-h lesson on the electric field. The three manipulated variables were: (1) level of embodiment; (2) level of active generativity; and (3) presence of story narrative. Two types of tests were administered: (1) a traditional text-based physics test answered with a keyboard; and (2) a more embodied, transfer test using the Wacom large tablet where learners could use gestures (long swipes) to create vectors and answers. The 166 participants were randomly assigned to four conditions: (1) symbols and text; (2) low embodied; (3) high embodied/active; or (4) high embodied/active with narrative. The last two conditions were active because the on-screen content could be manipulated with gross body gestures gathered via the Kinect sensor. Results demonstrated that the three groups that included embodiment learned significantly more than the symbols and text group on the traditional keyboard post-test. When knowledge was assessed with the Wacom tablet format that facilitated gestures, the two active gesture-based groups scored significantly higher. In addition, engagement scores were significantly higher for the two active embodied groups. The Wacom results suggest test sensitivity issues; the more embodied test revealed greater gains in learning for the more embodied conditions. We recommend that as more embodied learning comes to the fore, more sensitive tests that incorporate gesture be used to accurately assess learning. The predicted differences in engagement and learning for the condition with the graphically rich story narrative were not supported. We hypothesize that a narrative effect for motivation and learning may be difficult to uncover in a lab experiment where participants are primarily motivated by course credit. Several design principles for mediated and embodied science education are proposed.
Full-text available
Editorial on the Research Topic Bridging the Theories of Affordances and Limb Apraxia Affordances are meaningful relations between the features of observed objects and the observer's action systems with its proper abilities. The notion of affordance integrates perceptual, cognitive and motor functions, so that perceiving an object, conducting cognitive operations on it, and executing motor actions with it cannot be considered as independent functions. Limb apraxia is a higher-order motor disorder that refers to disturbance of one or more of three domains: imitation of meaningless gestures, pantomime of meaningful gestures, and disturbance of interaction with objects. The first aim of the Research Topic was to put together theoretical and research contributions on affordance mechanisms to highlight their role in explaining apraxia deficits. The second aim was to clarify how studies on apraxia have implications for theories of affordances. Here we provide a summary of the contributions to the Research Topic. We will first discuss three issues related to the mechanisms underlying affordances and their implications for apraxia, then we will describe the studies directly focusing on apraxia. BROKEN HANDLES AND ATTENTION Two studies investigated the role of attention in affordance perception for objects with broken handles. Ambrosecchia et al. investigated the handle-to-hand correspondence effect (CE) to support the affordance activation account, or the location coding account (attention-based Simon effect, see Pellicano et al., in press). A discrimination task was performed on graspable objects with intact and broken handles, preceded by a spatial Stimulus-Response Compatibility task with incompatible S-R mapping. The CE was eliminated with broken-handle objects, whereas it stayed significant with intact-handle objects. Thus, CE seems to depend on both affordance and attention mechanisms. Wulff and Humphreys also presented single objects and object-pairs (e.g., teapot + cup) with broken handles to patients with left visual extinction. In object-pairs the broken handle reduced the degree to which it captured attention, especially when the tool-object fell within the ipsilesional side. Thus, to facilitate affordance perception, patients should be trained on the contralesional side with action-pairs. Overall, both studies showed affordance effects that cannot be reduced to simple attentional effects. STABLE AND VARIABLE AFFORDANCES The second conceptual node addressed in the Topic revolves around the notion of stable/variable affordance, and its eventual implications for apraxia. Borghi and Riggio proposed this distinction, Mizelle and Wheaton defended it; Osiurak argued instead that apraxia is not a matter of
This classic book, first published in 1991, was one of the first to propose the “embodied cognition” approach in cognitive science. It pioneered the connections between phenomenology and science and between Buddhist practices and science-claims that have since become highly influential. Through this cross-fertilization of disparate fields of study, The Embodied Mind introduced a new form of cognitive science called “enaction," in which both the environment and first person experience are aspects of embodiment. However, enactive embodiment is not the grasping of an independent, outside world by a brain, a mind, or a self; rather it is the bringing forth of an interdependent world in and through embodied action. Although enacted cognition lacks an absolute foundation, the book shows how that does not lead to either experiential or philosophical nihilism. Above all, the book’s arguments were powered by the conviction that the sciences of mind must encompass lived human experience and the possibilities for transformation inherent in human experience. This revised edition includes substantive introductions by Evan Thompson and Eleanor Rosch that clarify central arguments of the work and discuss and evaluate subsequent research that has expanded on the themes of the book, including the renewed theoretical and practical interest in Buddhism and mindfulness. A preface by Jon Kabat-Zinn, the originator of the mindfulness-based stress reduction program, contextualizes the book and describes its influence on his life and work. © 1991, 2016 Massachusetts Institute of Technology. All rights reserved.
Mathematics Across Cultures: A History of Non-Western Mathematics consists of essays dealing with the mathematical knowledge and beliefs of cultures outside the United States and Europe. In addition to articles surveying Islamic, Chinese, Native American, Aboriginal Australian, Inca, Egyptian, and African mathematics, among others, the book includes essays on Rationality, Logic and Mathematics, and the transfer of knowledge from East to West. The essays address the connections between science and culture and relate the mathematical practices to the cultures which produced them. Each essay is well illustrated and contains an extensive bibliography. Because the geographic range is global, the book fills a gap in both the history of science and in cultural studies. It should find a place on the bookshelves of advanced undergraduate students, graduate students, and scholars, as well as in libraries serving those groups.
Chapter 1. The problem of definition.- Chapter 2. The WAT proposal and the role of language.- Chapter 3. Embodied and hybrid theories of abstract concepts and words.- Chapter 4 Word learning and word acquisition.- Chapter 5. What can neuroscience tell us about abstract concepts.- Chapter 6. Language, languages, and abstract concepts.- Afterword.