Four applications of embodied cognition

This article presents the views of four sets of authors, each taking concepts of embodied cognition into problem spaces where the new paradigm can be applied. The first considers consequences of embodied cognition on the legal system. The second explores how embodied cognition can change how we interpret and interact with art and literature. The third examines how we move through archi- tectural spaces from an embodied cognition perspective. And the fourth addresses how music cogni- tion is influenced by the approach. Each contribution is brief. They are meant to suggest the potential reach of embodied cognition, increase the visibility of applications, and inspire potential avenues for research

Embodied cognitive ecosophy: the relationship of mind, body, meaning and ecology

The concept of embodied cognition has had a major impact in a number of disciplines. The extent of its consequences on general knowledge and epistemology are still being explored. Embodied cognition in human geography has its own traditions and discourses but these have become somewhat isolated in the discipline itself. This paper argues that findings in other disciplines are of value in reconceptualising embodied cognition in human geography and this is explored by reconsidering the concept of ecosophy. Criticisms of ecosophy as a theory are considered and recent work in embodied cognition is applied to consider how such criticisms might be addressed. An updated conceptualisation is proposed, the embodied cognitive ecosophy, and three characteristics arising from this criticism and synthesis are presented with a view to inform future discussions of ecosophy and emotional geography

Tacit Representations and Artificial Intelligence: Hidden Lessons from an Embodied Perspective on Cognition

In this paper, I explore how an embodied perspective on cognition might inform research on artificial intelligence. Many embodied cognition theorists object to the central role that representations play on the traditional view of cognition. Based on these objections, it may seem that the lesson from embodied cognition is that AI should abandon representation as a central component of intelligence. However, I argue that the lesson from embodied cognition is actually that AI research should shift its focus from how to utilize explicit representations to how to create and use tacit representations. To develop this suggestion, I provide an overview of the commitments of the classical view and distinguish three critiques of the role that representations play in that view. I provide further exploration and defense of Daniel Dennett’s distinction between explicit and tacit representations. I argue that we should understand the embodied cognition approach using a framework that includes tacit representations. Given this perspective, I will explore some AI research areas that may be recommended by an embodied perspective on cognition

Musical gestures and embodied cognition

In this keynote, musical gestures will be discussed in relation to the basic concepts of the embodied music cognition paradigm. Video examples are given of stud- ies and applications that are based on these concepts.

Embodied cognition: A field guide

The nature of cognition is being re-considered. Instead of emphasizing formal operations on abstract symbols, the new approach foregrounds the fact that cognition is, rather, a situated activity, and suggests that thinking beings ought therefore be considered first and foremost as acting beings. The essay reviews recent work in Embodied Cognition, provides a concise guide to its principles, attitudes and goals, and identifies the physical grounding project as its central research focus

Embodied cognition through cultural interaction

In this short paper we describe a robotic setup to study the self-organization of conceptualisation and language. What distinguishes this project from others is that we envision a robot with specic cognitive capacities, but without resorting to any pre-programmed representations or conceptualisations. The key to this all is self-organization and enculturation. We report preliminary results on learning motor behaviours through imitation, and sketch how the language plays a pivoting role in constructing world representations

Embodied cognition and temporally extended agency

According to radical versions of embodied cognition, human cognition and agency should be explained without the ascription of representational mental states. According to a standard reply, accounts of embodied cognition can explain only instances of cognition and agency that are not “representation-hungry”. Two main types of such representation-hungry phenomena have been discussed: cognition about “the absent” and about “the abstract”. Proponents of representationalism have maintained that a satisfactory account of such phenomena requires the ascription of mental representations. Opponents have denied this. I will argue that there is another important representation-hungry phenomenon that has been overlooked in this debate: temporally extended planning agency. In particular, I will argue that it is very difficult to see how planning agency can be explained without the ascription of mental representations, even if we grant, for the sake of argument, that cognition about the absent and abstract can. We will see that this is a serious challenge for the radical as well as the more modest anti-representationalist versions of embodied cognition, and we will see that modest anti-representationalism is an unstable position

Embodied Cognition, Organization and Innovation

This chapter explains and employs a constructivist, interactionist theory of knowledge that has come to be known as the perspective of 'embodied cognition'. That view has roots in earlier developmental psychology, and in sociology, and more recently has received further substance from neural science.It yields a basis for a cognitive theory of the firm, with the notion of cognitive distance between people, the resulting view of organization as a cognitive focusing device, the need for external relations with other organizations to compensate for organizational myopia, and the notion of optimal cognitive distance between firms for innovation by interaction.theory of the firm;organizational cognition;learning;innovation

EMBODIED COGNITION AND FOREIGN LANGUAGE LEARNING IN OUR CLASSES

Learning and teaching second language skills requires many different techniques and approaches. In the modern world, students have many opportunities to learn many different languages with the help of technology and with the help of many different modern and traditional approaches. Embodied cognition approach plays a great role in second language acquisition. When foreign language teachers or professors develop embodied cognition in their classes students can learn many different languages easily. This study deals with embodied cognition in foreign language learning classes. The definitions of embodied cognition and the embodied approach in foreign language education will be given. General characteristics of embodied cognition will be told. Different views of embodied cognition will be shared. Sample classroom activities will also be shared.  Article visualizations

Representational unification in cognitive science: Is embodied cognition a unifying perspective?

In this paper, we defend a novel, multidimensional account of representational unification, which we distinguish from integration. The dimensions of unity are simplicity, generality and scope, non-monstrosity, and systematization. In our account, unification is a graded property. The account is used to investigate the issue of how research traditions contribute to representational unification, focusing on embodied cognition in cognitive science. Embodied cognition contributes to unification even if it fails to offer a grand unification of cognitive science. The study of this failure shows that unification, contrary to what defenders of mechanistic explanation claim, is an important mechanistic virtue of research traditions