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The greatest impact, however, has been in the field of neuroscience itself, where embodied cognition threatens age-old distinctions - not only between brain and body, but between perceiving and thinking, thinking and acting, even between reason and instinct - on which the traditional idea of the mind has been built.
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"In the embodied view, if you're going to explain cognition it's not enough just to look inside the brain. In any particular instance, what's going on inside the brain in large part may depend on what's going on in the body as a whole, and how that body is situated in its environment."
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According to Beilock, the difference in response time wasn't a matter of knowledge - after all, all of the subjects in the study got the vast majority of the questions right. What it suggested, Beilock argues, is that the athletes' greater store of appropriate physical experiences served as a sort of mental shortcut.
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actors have an easier time remembering lines their characters utter while gesturing, or simply moving.
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09 Aug 12
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Some educators see in it a new paradigm for teaching children, one that privileges movement and simulation over reading, writing, and reciting.
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embodied cognition threatens age-old distinctions - not only between brain and body, but between perceiving and thinking, thinking and acting, even between reason and instinct - on which the traditional idea of the mind has been built.
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Embodied cognition upends several centuries of thinking about thinking
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"People with different types of motor experiences think in different ways,"
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children given arithmetic problems that normally would be too difficult for them are more likely to get the right answer if they're told to gesture while thinking.
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found that actors have an easier time remembering lines their characters utter while gesturing, or simply moving.
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The body, it appears, can subtly shape people's preferences.
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"we are really understanding this language, even when it's more abstract, in terms of bodily action."
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While embodied cognition remains a young field, some specialists believe that it suggests a rethinking of how we approach education
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A key to the Montessori method is the idea that children learn best in a dynamic environment full of motion and the manipulation of physical objects.
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"Our brains evolved to help us function in a dynamic environment, to move through it and find food and escape predators," she says. "It didn't evolve to help us sit in a chair in a classroom and listen to someone and regurgitate information."
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Rotem Hermon"New research suggests that we think not just with our brains, but with our bodies"
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A series of studies, the latest published in November, has shown that children can solve math problems better if they are told to use their hands while thinking. Another recent study suggested that stage actors remember their lines better when they are moving. And in one study published last year, subjects asked to move their eyes in a specific pattern while puzzling through a brainteaser were twice as likely to solve it.
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Some educators see in it a new paradigm for teaching children, one that privileges movement and simulation over reading, writing, and reciting
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A few argue that human characteristics like empathy, or concepts like time and space, or even the deep structure of language and some of the most profound principles of mathematics, can ultimately be traced to the idiosyncrasies of the human body
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The experience of having a body, they argue, is intimately tied to our intelligence.
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"You were seeing the same system, namely the motor system, playing a role in communication and cognition," says Arthur Glenberg, a professor of psychology and head of the embodied cognition laboratory at Arizona State University.
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This realization has driven much of the recent work looking at how moving and thinking inform and interfere with each other
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A 2003 study by Michael Spivey, a psychology professor at Cornell, and his student Elizabeth Grant, found that people who were given a tricky spatial relations brainteaser exhibited a distinctive and unconscious pattern of eye movements just before they arrived at the answer. The subjects seemed to unconsciously work through the problem by enacting possible solutions with their gaze.
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A study published in August by Alejandro Lleras and Laura Thomas, two psychologists at the University of Illinois, built on those results by inducing the eye movements Spivey had discovered. Lleras and Thomas found that doing so greatly improved the rate at which people solved the problem - even though most never figured out that the eye movements had anything to do with it.
"The subjects actually think that the eye-tracking task is very distracting," Lleras says. "They think we're doing this to keep them from solving the problem."
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Work led by Susan Goldin-Meadow, a psychology professor at the University of Chicago, has found that children given arithmetic problems that normally would be too difficult for them are more likely to get the right answer if they're told to gesture while thinking. And studies by Helga Noice, a psychologist at Elmhurst College, and her husband Tony Noice, an actor and director, found that actors have an easier time remembering lines their characters utter while gesturing, or simply moving.
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The body, it appears, can subtly shape people's preferences. A study led by John Cacioppo, director of the Center for Cognitive and Social Neuroscience at the University of Chicago, found that subjects (all non-Chinese speakers) shown a series of Chinese ideographs while either pushing down or pulling up on a table in front of them will say they prefer the ideographs they saw when pulling upward over the ones they saw while pushing downward. Work by Beilock and Holt found that expert typists, when shown pairs of two-letter combinations and told to pick their favorite, tend to pick the pairs that are easier to type - without being able to explain why they did so.
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What Glenberg has found is that subjects are quicker to answer correctly if the motion in the sentence matches the motion they must make to respond. If the sentence is, for example, "Andy delivered the pizza to you," the subject is quicker to discern the meaning of the sentence if he has to reach toward himself to respond than if he has to reach away. The results are the same if the sentence doesn't describe physical movement at all, but more metaphorical interactions, such as "Liz told you the story," or "Anne delegates the responsibilities to you."
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The linguist George Lakoff, of the University of California, Berkeley, along with Rafael Nunez, a cognitive scientist at the University of California, San Diego, have for several years advanced the argument that much of mathematics, from set theory to trigonometry to the concept of infinity, derives not from immutable properties of the universe but from the evolutionary history of the human brain and body. Our number system, they argue, and our understanding of addition and subtraction emerge from the fact that we are bipedal animals that measure off distances in discrete steps.
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Angeline Lillard, a psychology professor at the University of Virginia, says that one possibility is to take another look at the educational approach that Italian educator Maria Montessori laid out nearly 100 years ago, theories that for decades were ignored by mainstream educators. A key to the Montessori method is the idea that children learn best in a dynamic environment full of motion and the manipulation of physical objects. In Montessori schools, children learn the alphabet by tracing sandpaper letters, they learn math using blocks and cubes, they learn grammar by acting out sentences read to them.
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