Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications
Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications
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DOI：
10.1007/s11858-017-0850-z
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发表时间：
2017-08-01
影响因子：
3
通讯作者：
Moeller, Korbinian
中科院分区：
文献类型：
--
作者：
Dackermann, Tanja;Fischer, Ursula;Moeller, Korbinian
最近的研究表明，允许儿童在空间中移动整个身体的模拟训练可以促进获得基本的数字能力（例如大小理解，加法性能）。在简要总结了近年来的具身训练研究之后，我们将不同的结果整合到一个统一的模型框架中，以阐明具身训练的工作机制：映射过程、个人空间不同区域之间的相互作用以及不同空间参考框架的整合是影响具身数字训练有效性的潜在因素。在结论部分，我们阐述了具体的数字培训在教育环境中的实际应用。我们讨论在何种情况下体现培训工作最好的，也就是说，对于哪个年龄组和/或数字内容体现培训应该是最有益的，哪些方面需要考虑时，旨在应用体现数字培训在正规教育环境，如幼儿园或学校。
Embodied trainings allowing children to move their whole body in space have recently been shown to foster the acquisition of basic numerical competencies (e.g. magnitude understanding, addition performance). Following a brief summary of recent embodied training studies, we integrate the different results into a unified model framework to elucidate the working mechanisms of embodied trainings: Mapping processes, interaction between different regions of personal space, and the integration of different spatial frames of reference are addressed as potential factors underlying the effectiveness of embodied numerical trainings. In the concluding section, we elaborate on the practical applications of embodied numerical trainings in educational setting. We discuss under which circumstances embodied trainings work best, that is, for which age group and/or which numerical content embodied trainings should be most beneficial and which aspects need to be considered when aiming at applying embodied numerical trainings in formal educational settings like kindergartens or schools.