We then examine this process in the unscripted discourse of a classroom of 1st and 2nd graders pretend-playing as bees. Students who manage all three-switching from character viewpoints to observer viewpoints while maintaining a coherent organization of space-better learn the engineering concept. We start with a study of how undergraduate students playfully gesture the first-person movements of components of an engineering system, step out to depict how the system appears from the outside, and all the while track how the components of the system spatially interact in the open canvas of empty space around the body.
With a focus on lamination, this paper formulates an integrated theory of viewpoint and spatial reasoning develops an embodied approach to documenting and understanding the live construction of students’ spatial models and offers new implications for the teaching of spatially complex concepts. The value of gesture for learning is contingent on how it gathers meaning against the ground of other relevant resources in the setting-in short, how the body is laminated onto the surrounding environment. Gesture is recognized as part of and integral to cognition. Furthermore, although sometimes they present direct pragmatic benefits, such as communicative benefits, they seem to enhance the whole reexperience of the past event and memory recall, which I argue is one important adaptive value. Kinetic memories represent a past experience sometimes by imitation of a past movement, and other times through embodied symbols and metaphors. Kinetic memories are bodily movements in which some event or action that took place in the past can be seen, because they are an externalisation of the subject’s inner intention of representing a past personal experience. I refer to these as “kinetic memories” and analyse their representative nature as well as their adaptive functions. For this purpose, I focus on the analysis of bodily movements associated with the retrieval of a personal memory, which have certain features that make them different from procedural memories, pragmatic actions and common gestures, as well as other forms of embodied memories found in recent literature. In this article, I defend the idea that the body constitutes a genuine means of representing past personal experiences. It seems that we can consciously remember our personal past through sensory imagery, through concepts, propositions and language, but not through the body. (last draft) Despite the popularity that the embodied cognition thesis has gained in recent years, explicit memories of events personally experienced are still conceived as disembodied mental representations. Kinetic memories are bodily movements in which someĮvent or action that took place in the past can be seen, because they are an externalisation of the subject’s inner intention of representing a past personal experience. I refer to these as “kinetic memories” and analyse their representative nature as For this purpose, I focus on the analysis ofīodily movements associated with the retrieval of a personal memory, which have certain features that make them different from procedural memories, pragmatic actions andĬommon gestures, as well as other forms of embodied memories as examined in recent In this article, I defend the idea that the body constitutes a genuine means of Through sensory imagery, through concepts, propositions and language, but not through It seems that we can consciously remember our personal past Despite the popularity that the embodied cognition thesis has gained in recent years,Įxplicit memories of events personally experienced are still conceived as disembodied
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