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      Bridging Frameworks for Understanding Numerical Cognition

      editorial
      * , a , , b
      Journal of Numerical Cognition
      PsychOpen

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          Six views of embodied cognition.

          The emerging viewpoint of embodied cognition holds that cognitive processes are deeply rooted in the body's interactions with the world. This position actually houses a number of distinct claims, some of which are more controversial than others. This paper distinguishes and evaluates the following six claims: (1) cognition is situated; (2) cognition is time-pressured; (3) we off-load cognitive work onto the environment; (4) the environment is part of the cognitive system; (5) cognition is for action; (6) off-line cognition is body based. Of these, the first three and the fifth appear to be at least partially true, and their usefulness is best evaluated in terms of the range of their applicability. The fourth claim, I argue, is deeply problematic. The sixth claim has received the least attention in the literature on embodied cognition, but it may in fact be the best documented and most powerful of the six claims.
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            Education and the Brain: A Bridge Too Far

            J T Bruer (1997)
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              Embodiment as a unifying perspective for psychology.

              A basic claim of the embodiment framework is that all psychological processes are influenced by body morphology, sensory systems, motor systems, and emotions. As such, the framework holds the promise of providing a unifying perspective for psychological research. This article begins with a sketch of several arguments, from evolution to philosophy, as to why the embodiment framework is a good bet. These arguments are followed by a review of approaches to embodiment, including those from cognitive linguistics, perceptual symbol theory, and action-based theories. Finally, examples are provided for how a unifying perspective might work for cognition (including language and memory), cognitive and social development, social psychology, neuroscience, clinical psychology, and psychology applied to education. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website.
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                Author and article information

                Journal
                JNC
                J Numer Cogn
                Journal of Numerical Cognition
                J. Numer. Cogn.
                PsychOpen
                2363-8761
                2018
                07 June 2018
                : 4
                : 1
                : 1-8
                Affiliations
                [a ]Department of Mathematics, Virginia Tech, Blacksburg, VA, USA
                [b ]School of Teaching, Learning, and Curriculum Studies, Kent State University , Kent, OH, USA
                Author notes
                [* ]434 McBryde Hall, Virginia Tech, Blacksburg, VA, 24061-0123, USA. norton3@ 123456vt.edu
                Article
                jnc.v4i1.160
                10.5964/jnc.v4i1.160
                fabb8f1a-d24e-45f2-b33d-cbc330087a52
                Copyright @ 2018

                This is an open-access article distributed under the terms of the Creative Commons Attribution (CC BY) 4.0 License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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                Editorial

                Psychology
                Psychology

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