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., & Pastene, J. (1991). Vegetative response during imagined movement is proportional to mental effort. Behavioral Brain Research, 42 (1), 1–5. Eno, B. (2011). Composers as Gardeners. Edge.org . Retrieved from http://edge.org/conversation/composers-as-gardeners . Gallese, V., & Lakoff, G. (2005). The Brain’s concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22 (3–4), 455–479. Garbarini, F., & Adenzato, M. (2004). At the root of embodied cognition: Cognitive science meets neurophysiology. Brain and Cognition, 56 (1), 100

References Basile, Giambattista. 1995. Lo cunto de li cunti [ The Tale of Tales ]. Milano: Garzanti. Braidotti, Rosi. 2013. The Posthuman . Cambridge: Polity Press. Coëgnarts, Maarten and Kravanja Peter. 2015. Embodied Ethics and Cinema: Moral Attitudes Facilitated by Character Perception. In Embodied Cognition and Cinema , eds. Maarten Coëgnarts and Peter Kravanja, 271–293. Leuven: Leuven University Press. D’Aloia, Adriano and Eugeni Ruggero. 2015. Neurofilmology: An Introduction. CINÉMA&CIE: International Film Studies Journal vol. 14, no. 22–23: 9

Summary

Theatre offers an opportunity for communities to think with and through fiction. We come together to hear and tell stories because it is moving, both in the literal and the figurative sense: it changes us. Theories from cognitive science of embodied cognition make clear that making sense of theatre is a full-bodied affair. In this essay, I argue that we can see moments when theatre invited its audience to think in new ways by shifting theatrical conventions. I explore how a contemporary production of Hamlet, Pan Pan’s production of “The Rehearsal: Playing the Dane”, brings its audience to question the stability of the self and text by altering the conventions around casting and representation. This is theatre that I may not understand in a traditional way, but this gives me a way to understand a new way of thinking about the world around me. It is theatre I can use.

. Affekt. In Essays zurFilm-Philosophie, ed. Lorenz Engell. Christiane Voss, Vinzenz Hediger and Oliver Fahle: 63-116. Munich: Wilhelm Fink Verlag. Voss, Christiane. 2014b. Der Leihkorper: Erkenntnis Und Asthetik Der Illusion. Munich: Wilhelm Fink Verlag. Ward, Jamie. 2010. The Student’s Guide to Cognitive Neuroscience. Hove and New York: Psychology Press. Wilson, Margaret. 2002. Six Views of Embodied Cognition. Psychonomic Bulletin & Review vol. 9 no. 4: 625-636. Yacavone, Daniel. 2015. Film Worlds: A Philosophical Aesthetics of Cinema. New York: Columbia University

Abstract

Social perspective taking (SPT) and the coordination of subjective and alternative perspectives are paramount to social behavior. Scholars tend to agree that approaches to conceptualizing SPT relate to interpersonal understanding and to language skills. The aim of this study was to determine whether interrelations exist between children’s SPT and experience in reading because reading requires the reader to take various perspectives. Additionally, receptive vocabulary and reading fluency of 2,105 children were assessed and they completed a questionnaire at the beginning, in the middle, and at the end of fifth grade. Results indicated that the students’ SPT was determined by gender and reading experience with books and newspapers. We conclude that this reading experience affects students’ SPT levels positively; that finding can contribute to the development of school-based activities to enhance SPT levels.

., & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin & Review, 9, 558-565. Goldinger, S. D., Papesh, M. H., Barnhart, A. S., Hansen, W. A., & Hout, M. C. (2016). The poverty of embodied cognition. Psychonomic Bulletin & Review, 23, 959-978. Harnad, S. (1990). The symbol grounding problem. Physica D: Nonlinear Phenomena, 42, 335-346. Hauk, O., Johnsrude, I., & Pulvermüller, F. (2004). Somatotopic representation of action words in human motor and premotor cortex. Neuron, 41, 301-307. Helbig, H. B., Graf, M., & Kiefer, M. (2006). The role of action

on situated cognition”. In: Aydede, M. and P. Robbins (eds.), The Cambridge handbook of situated cognition. New York: Cambridge University Press. 3-10. Sloetjes, H. and P. Wittenburg. 2008. “Annotation by category: ELAN and ISO DCR”. LREC. Smith, M.A., M. Chethik and E. Adelson. 1969. “Differential assessments of ‘blindisms’”. American Journal of Orthopsychiatry 39. 807-817. Wilson, R.A. and L. Foglia. 2011. Embodied cognition. Stanford, CA: The Metaphysics Research Lab Center for the Study of Language and Information. Wittenburg, P., H. Brugman, A. Russel, A

Abstract

The study discusses the ability to develop metacognitive skills through experiences of contact with cinematic works that produce complex, multifaceted, emotional impacts understood by the body before they are understood by the mind. We investigate the relationship between music and images by identifying morphological profiles and the multimodal value of hybridized, dynamic and mutually changing phenomena [Zambaldi, 2016] in which we see ourselves [Gallese, Guerra, 2015]. We must emphasize that only by elaborating propositions, reordering reality according to grammatical codes and syntactic patterns, it is possible to circumscribe and amplify the power of communication and non-verbal relationships: the power of embodied cognition must not stop but foster the power of words

Alexander Ewing. Reid, T. (1975). Rozważania o władzach poznawczych człowieka / Essays on the Powers of the Human Mind /. Warszawa: PWN. Quadsnquebecke van, N., & Giessner, S.R. (2010). How Embodied Cognition Affects Judgments: High-Attribution Bias in Football Foul Calls. Journal of Sport & Exercice Psychology , 32(1), 3-32. Suits, B. (1978). The Grasshopper: Games, Life and Utopia . Toronto, Buffalo: University of Toronto Press. Wittgenstein, L. (2009). Philosophical investigations . Malden, MAU [etc.]: Wiley-Blackwell Publishing.