Embodied Cognition Research Articles (Page 1)

This article will describe how this serious game can enhance the treatment process of phantom limb pain, which can act as a beneficial tool to combine gamification, virtual reality, and multimodal sensory-motor training.The method surpasses traditional therapies, in the case of providing a scalable, personalized, and motivational solution that focus on the fundamental neuroplasticity required for functional recovery. Specifically, NeuroMerger VR would provide postive feedback loops, promoting neural remodeling, recalibrating patients body schema through aligning intention, movement and sensory perception. Phantom limb pain (PLP) is still a challenging condition to treat. While virtual reality (VR) therapy offers a compelling approach providing visual feedback to address sensorimotor incongruence, there is often limitation of standard VR games. This study directly compares the effectiveness ofNeuroMerger VR, theoretically-grounded serious game, with existing VR games, simplifying the experimental design by using the Visual Analog Scale (VAS) as the primary outcome measure.

Radical Embodied Cognition as Non-ideal Theory

The education penetration of AI technology is catalyzing the dual reform of the biology teaching paradigm: it not only realizes the macroscopic visualization of microscopic mechanisms but also promotes the dialectical structuring of ethical cognition. On the basis of constructivist learning theory, this study innovatively proposes a three-dimensional teaching framework of "digital twin-intelligent deduction-value modeling". Through the development of a chromosome behavior dynamic rendering engine, a phenotype‒gene association map generation system and an ethical decision tree algorithm, the three major problems of "fragmented mechanism understanding", "linearized case analysis", and "extreme ethical judgment" in the teaching of genetic diseases were effectively solved. Empirical studies revealed that the experimental group was significantly better than the control group in terms of accuracy of genetic map analysis (82.3% vs. 64.1%, p<0.01) and completeness of multivariate pathogenic model construction (4.7 vs. 2.9, Cohen's d=1.21). This study provides a reproducible technology integration solution for the digital transformation of biology education under the framework of “China Education Modernization 2035”.

This article aims to provide insight in the research area of embodied cognition and shows how it can emphasize how we understand the skills taught in sloyd education and thus create new arguments for the didactic relevance of sloyd. This is relevant since the practical competence in the Danish public school has diminished over the past 20 years, on behalf of an increasingly theoretical public school. We need strong scientific arguments for the maintenance and further development of craft as a school subject. The article is a theoretical contribution without practitioner empirical parts, and the method used is a review of embodied cognition research, put in perspective to the author´s experience with sloyd education and general woodworking. As such, it should be read as an essay. Embodied cognition differs from traditional brain research, in the understanding that the brain is plastic: cognition is shaped by the brain being embodied in our body, embedded in our surroundings, extended through tools, and enactive through the necessity of human movement. The fundamental structures of wood and tools are highly functionally coded. Therefore, techniques and working methods in sloyd are taught, learned, and stored through repetitive practice and training, corresponding to the design of the tools and materials. At the same time, the way our brain governs our actions with the tools, is highly dependent on the surroundings in which we learn. The background and prerequisites for embodied cognition as a research field are pointed out, explaining why the neurological hierarchy of amodal thinking demands that tools and techniques in sloyd must be gradually introduced and learned, so the pupils can use them in the best conceivable way in a free, creative design processes. Simultaneously, our modal perceptual impulses in the neural network are inextricably connected to our body’s earlier experiences. This perspective review shows that hierarchy of amodal and modal learning processes in sloyd is extremely dependent one another. Therefore, the teacher must take into consideration that every time we introduce a tool or technique to a student or pupil, we consider, and take notice of, the impact of the corporeal learning environment. Further research in the field of sloyd, as seen through embodied cognition, can contribute to understand the importance and necessity of a thorough and precise introduction of tools and materials to pupils in the public school. Keywords: Sloyd, Embodied Cognition, Craft and Design, Brain plasticity, Practical Competence.

Being-in-the-World Beyond Dreyfus: Bringing Hermeneutics to Embodied Cognition

Sport climbing requires the integration of physical and cognitive abilities. The Embodied Cognition (EC) theoretical framework is increasingly applied in recreational sport research, as it emphasizes the influence of bodily experience on cognition functioning. This exploratory study investigated the relationship between competence in sport climbing and several psychological factors, including both stable traits (e.g., self-esteem, trait emotional intelligence) and trainable capacities (e.g., mindfulness, self-efficacy, flow), as well as climbing experience and training frequency. A sample of 365 climbers (40% female, M = 32.11 years) completed questionnaires. Correlation analysis showed positive associations between climbing competence and training frequency, years of practice, mindfulness, and climbing self-efficacy. A structural equation model (SEM) revealed that climbing confidence was the strongest psychological predictor of competence, while mindfulness unexpectedly emerged as a negative predictor. Trait emotional intelligence was positively associated with mindfulness but not directly with competence. A bidirectional relationship between mindfulness and competence was observed, suggesting a complex interaction. These findings highlight the interplay between psychological dispositions and sport-specific skills in climbing performance.

ABSTRACTRecent studies reported a differential multisensory integration (MSI) in autism spectrum disorder (ASD). Much of the research on MSI differences has focused on how visual stimuli influence speech processing. The present study takes a reverse perspective. We investigated if speech processing can affect the construction of low‐level visual representations in autistic individuals when they detect a visual stimulus under the continuous flash suppression (CFS) effect. The results showed that nonautistic participants benefit from speech processing during visual object detection when the linguistic stimulus is congruent with the masked visual object. This effect was not observed in autistic participants. In turn, the reaction time (RT) of correct answers was significantly lower in the nonautistic group than in the ASD participants. This indicates that MSI between linguistic and visual stimuli is affected in both directions. Our findings are interpreted under the embodiment cognition framework and its relationship with ASD.

Cognitive-motor interference (CMI), described as being produced by the simultaneous performance of a cognitive and a motor task, has recently been proposed as a marker of real-life impairment in people with neurodegenerative diseases and post-stroke conditions. However, the very notion of CMI seems to be strongly embedded in the Cartesian dualistic framework, introducing an ontological bias that may yield superficial or even artificial research findings. In this meta-theoretical context, we propose to reconceptualize the notion of CMI in terms of embodied cognition (EC). Drawing from three theoretical approaches: 1) the concept of pre-reflective intentionality in phenomenology, 2) the premotor theory of attention (PToA) in cognitive neuroscience, and 3) the action-sentence compatibility effect (ACE) in experimental psychology, we outline a perspective described as the “spatial intentions interference effect.” By doing so, we hope to provide a more nuanced view of the research results obtained thus far in CMI studies and to establish a framework for its application in therapeutic interventions for neurodegenerative diseases and post-stroke rehabilitation.

With the rapid development of technology, the potential of Embodied Cognition (EC) in educational environments is increasingly being explored. Various studies have been conducted based on Embodied Learning (EL) for individuals with special needs. In this study, a systematic review was made of the use of technology enhanced EL applications for individuals with special needs between 2013 and 2023. As a result of the systematic review, it was seen that there has been an increase in study in recent years. Studies have mostly been conducted at primary school and university levels and with individuals with Autism Spectrum Disorder (ASD). Achievement and standardized tests, observations, scales, video recordings, interviews, and system logs have generally been used as data collection tools. The focus has been on the cognitive, motor and social-emotional development of individuals with special needs that can be achieved through EL applications. Kinect technology was the most widely used. However, there was also a trend towards studies that take into account the potential of camera systems and image processing technologies to process complex motion data in a wider area. The studies examined were rich in terms of evaluation methods. There are also studies emphasizing the importance of automatic evaluation systems.

Empathy in Art and Science: Embodied Cognition and Affect in Film

This paper examines the transition from isolation to urban settings in Robinson Crusoe and Moll Flanders, analyzing how these shifts engage with John Locke's Labor Philosophy (Locke 1690) and influence the embodiment of cognition in their characters. Utilizing a qualitative literary analysis, this study draws on Locke’s theory of labor as a theoretical framework to explore the complex relationship between literature, philosophy, and social theory in shaping individual identities and behaviors during the 17th and 18th centuries. Key questions addressed include the impact of isolation and urbanization on labor perception, property ownership, and the embodiment of cognition within the context of socio-economic factors. The findings suggest that while Robinson Crusoe reflects a solitary, Lockean view of labor as tied to property and survival, Moll Flanders reveals the urbanization of labor practices, illustrating a more transactional approach to work and identity. This contrast illuminates significant disparities in their engagements with Locke’s concept of the "blank slate" and their approaches to labor.

Effects of VR technical interaction and acceptance on rural cultural identity: The mediating role of embodied cognition and flow experience

Abstract: Engineering design is an important aspect of engineering education. The essence of engineering design process has been conveyed to students in diverse ways such as formal capstone and cornerstone projects or informal processes such as hackathons. The interdisciplinary nature of engineering design projects often prove challenging to students in multiple ways. As informal opportunities, hackathons have the potential to acquaint students with several skills key to interdisciplinary engineering design. This paper investigates the contribution of one such hackathon — a medical device innovation hackathon, in supporting student understanding and learning of engineering design process. Specifically, the examines the influence embodied cognition plays on supporting student understanding of an engineering design problem that cuts across multiple disciplines. In the case study, we describe an episode where a team of students go through the gradual process of comprehending the design problem along with the accompanying design complexities through descriptive narration, and simulation.

This article brings together research from the fields of pain science and Alexander Technique (AT) to investigate the mechanisms by which AT helps reduce pain. AT is a cognitive embodiment practice and a method for intentionally altering habitual postural behavior. Studies show that AT helps with various kinds of pain, although the mechanisms of pain reduction are currently not well understood. Advances in pain science may give insight into how this occurs. Modern interventions with efficacy for improving pain and function are consistent with active approaches within kinesiology. They also share similarities with AT and may have common mechanisms such as learning, mind–body engagement, normalization of sensorimotor function, improvement of psychological factors, and self-efficacy, as well as nonspecific treatment effects. AT likely has additional unique mechanisms, including normalization of muscle tone, neuronal excitability, and tissue loading, as well as alterations to body schema, attention redirection, and reduction in overall reactivity.

In this article, we explore the connections between two distinct approaches: experiential learning (EL) and 4E cognition. EL emphasizes the role of concrete experiences as the building blocks of learning, whereas 4E cognition views cognition as arising from the interactions that an individual has with their physical and social environment. Despite their divergent theoretical frameworks, methodologies, and interests, we argue that both frameworks share a common vision of cognition and that their integration could mutually enhance their respective fields. This article outlines the historical origins and underlying assumptions of both frameworks, highlighting the potential links that can be established between them. Specifically, we explore the significance of embodiment, embeddedness, extended cognition, and enactive processes in learning and cognition. To bridge these frameworks, we propose employing the concept of "concrete experience" as an active engagement of individuals with their physical and social surroundings. By encompassing the essential aspects assigned to concrete experiences in EL, as well as the embodiment, situatedness, extended cognition, and enactive features of 4E cognition, this notion serves as a unifying element. Ultimately, the article suggests that combining the insights from EL and 4E cognition can offer a richer, more holistic understanding of representation.

A growing body of literature in the field of embodied situated cognition is drawing attention to the hostile ways in which our environments can be constructed, with detrimental effects on people’s ability to flourish as environmentally situated beings. This paper contributes to this body of research, focusing on a specific area of concern. Specifically, I argue that a very particular problematic quasi-Cartesian picture of the human body, the human mind, what it means for these to function well, and the role of technology in promoting such functioning, animate our Western sociotechnical imagination. This picture, I show, shapes the sociotechnical niches we inhabit in an ableist manner, perniciously legislating which body-minds have access to a rich world of affordances and are seen as agential and valuable. Because the ableist quasi-Cartesian commitments animating our Western sociotechnical imagination are problematic and pervasive, I argue that exposing and reimagining these commitments should be a prime focal point of those working at the intersection of science, technology, and human values. I present insights from enactive 4E cognition and critical disability studies as fruitful resources for such much-needed reimagining. I also make the case, more provocatively but also more tentatively, that the ableist view of bodily and minded well- functioning animating our Cartesian Western sociotechnical imagination is not only damaging to embodied minds who deviate from the presumed norm, creating inaccessible worlds for some of us; it is in fact a threat to human and planetary flourishing at large.

ABSTRACT School-going individuals with Autism Spectrum Disorder (ASD) face challenges in educational settings, including reduced academic performance, motor- and social skills. Embodied cognition (EC), which emphasises the significant role of the body in human cognition, encompasses aspects such as motor control, non-verbal communication, and memory. Within an educational context, engaging in EC improves academic performance and emotions in typically developing children. While a theoretical framework of EC in ASD is established, a gap remains in understanding its specific association with educational contexts for these individuals. The current rapid review aims to investigate the relationship between EC, well-being, and academic performances in school-aged autistic individuals. Building on Eigsti’s (2013) review, current research provides theoretical insights into various aspects and implementations of EC in ASD within an educational setting. Findings suggest that EC implementations, which require physical actions from the body, show beneficial effects in ASD, but may be an obstacle because of dual-task challenges. These insights are valuable for practitioners and policymakers to develop and implement appropriate strategies in education for autistic individuals.

The corporeal turn in developmental psychology has rekindled interest regarding how early motor development contributes to and enhances cognitive development across the first years of life. By highlighting embodied perceptual-motor engagement with the world, embodied cognitive learning emphasizes the importance of experience and perceptual-motor mechanisms in modulating the development of person-environment systems. The field currently calls for research that combines such conceptual frameworks with the complex everyday material and sociocultural landscapes that resource infants' developmental trajectories. We, therefore, aim to connect the conceptual refinement of bodily-anchored exploration to the contextual reality of everyday settings of early childhood education (ECE)-here situated in the Brazilian context-as relevant social and cultural suppliers and modulators of the developmental trajectories of babies. Secondarily, we ponder on the premises of national pedagogical curricula and their role in mediating the quality of experiences and systems of person-environment relations more closely. Cultural-historical psychology, in dialogue with the principles of Ecological Psychology, constitutes the theoretical framework that underpins the microgenetic analyses conducted. By analyzing episodes of exploratory actions of a focal baby situated in the ECE context, we seek to apprehend motor-perceptual indicators of embodied cognitive processing by considering the modes of appropriation entailed in episodes of embodied exploration. We reflect on pedagogical implications considering official national documents of early childhood education. This work contributes by providing complementary insights into the nature of infants' everyday sociocultural embodied experiences and their development in pedagogically oriented settings.

Despite assumptions that wearable self-care technologies such as smart wristbands and smart watches help users to monitor and self-manage health in daily life, adherence rates are often quite low. In an effort to better understand what determines adherence to wearable self-care technologies, researchers have started to consider the extent to which a technology is perceived as being part of the user (i.e., technology embodiment) and the extent to which users feel they can influence reaching their health goals (i.e., empowerment). Although both concepts are assumed to determine adherence, few studies have empirically validated their influence. Furthermore, the relationships between technology embodiment, empowerment, and adherence to wearable self-care technology have also not been addressed. Drawing upon embodied theory and embodiment cognition theory, this research paper introduces and empirically validates ‘embodied empowerment’ as a predictor of adherence to wearable self-care technology. Using partial least squares structural equation modeling and multigroup analysis on a dataset of 317 wearable self-care technology users, we find empirical evidence of the validity of embodied empowerment as a determinant of adherence. We also discuss the implications for research and practice.

Digital devices and learners cannot be seen as separate entities but as a functional entanglement that come (and stay) together in a performative encounter in which they are mutually saturated with each other's agencies. This research intends to explore the nature of the entanglement between secondary school learners and their digital devices as well as the implications of this entanglement when theorising a framework for learning in secondary school. This presentation proposes a language and a series of metaphors to describe and understand why the integration of technology in the classroom seems to have failed to deliver the promised transformation. 
 
 From an enactive perspective, it primarily uses a mix of phenomenological and ethnographic methodology to analyse students’ experience of learning with digital devices. Whilst a micro-phenomenological approach attempted to explore the unfolding of particular experiences, a socio-material micro-ethnographic approach was used as a form of contrasting the phenomenological first-person account with a socio-technical analysis of the entanglement. . 
 
 
 Bio
 Cristian Rodriguez is Deputy Principal at Whangaparāoa College, a secondary school in Auckland, New Zealand. His portfolios include Technology & Innovation and Future Learning Pathways. He has a background in education leadership, and a particular interest in change management, contemporary education and the future of schooling. Cristian is a final-year PhD Candidate at AUT. His thesis, ‘The Digital Entanglement: how students and devices come (and stay) together’, looks into the role of digital technologies in supporting cognitive processes in the context of secondary school. His work aims at creating a better understanding of the impact of design and adoption of digital technologies for learning in educational settings. Cristian’s areas of expertise include: Philosophy of Education, Embodied Cognition, Contemporary Education and Pedagogies, Culturally Responsive Pedagogy, Digital learning implementation, The digital as a structure of perception, and Microphenomenology.ResearchGate Profile & Linkedin Profile.