The Application of Embodied Cognitive Linguistics in the English Translation of Two-Part Allegorical Saying—An Analysis of Examples From A Dream of Red Mansions

As a kind of widely circulated folk language,two-part allegorical saying(“xiehouyu”)carries the wisdom of the Chinese people and is characterized with humor and vivid imagery.Taking the two English translation versions of A Dream of Red Mansions as examples,this paper analyzes the English translation of two-part allegorical saying based on the core principle of Embodied Cognitive Linguistics(ECL),“Reality-Cognition-Language”,and explores how the English translation of two-part allegorical saying reflects the three dimensions of ECL.

Exploration and Practice of Life Education Curriculum Based on Embodied Cognition Theory

In recent years,the suicide rate of adolescents has been increasing year by year,and life and health problems have become the most important in education.It is urgent to promote the construction of the curriculum of life education effectively.In view of the“vacuity”and“fragmented”state of traditional life education,this paper combs the teaching objectives,teaching contents,teaching methods,and teaching evaluation of life education from the perspective of embodied cognition theory,to explore the construction of positive experience of life education curriculum.

Research on Children’s Game Activity Design Strategies Based on Embodied Cognition Theory

Edutainment,in the kindergarten education stage,emphasizes the game as the basic activity and combines the content of education with the form of the game,thus it also forms the educational method of gamification teaching.Through investigation and analysis,it is found that the current kindergarten game activity design has the problem of improper combination of educational content and game form.The current kindergarten game activity design has problems such as stereotypes,children’s lack of active learning opportunities in activities,teachers’insufficient theoretical understanding,inappropriate teacher guidance methods,and so on.Embodied cognition theory attaches importance to the important role of the body in the development of cognition,provides new guidance for classroom teaching,and opens up a new path for classroom teaching reform.Based on the perspective of embodied cognition theory,the concept of body and mind integration should be adhered to in kindergarten teaching with games as the basic activity,experiential teaching situation should be created,children’s subjective experience should be respected,and games and interactions should be designed to promote children’s physical and mental participation,thus laying a foundation for the realization of children’s individual freedom,autonomy,and all-round development.Therefore,this paper aims at the existing problems in the current kindergarten gamification teaching and discusses the design strategy of children’s game activities based on embodied cognition theory.

Embodiment of Rationality:Philosophical Interpretation of Embodied Cognition

Under the influence of European rationalism,which holds that human rationality is higher than,or at least independent of human sensory cognition,the first generation of cognitive science advocates for disembodied cognition,manifesting the concept of dualism of mind and body.With the development of cognitive science in the 1980s,the second generation of cognitive science redefines the relationship between mind and body,thought and behavior,and reason and feeling and puts forward the concept of embodied cognition,representing monism of mind and body.It is claimed that the formation of concepts,categorical cognition and the evolution of rational thinking are characterized by embodiment,which is the necessary condition and basis for the formation of human rationality.The current study traces the shift of cognitive science from dualism to monism of mind and body and explores the relationship between rationality and sensibility from the perspective of philosophical basis and interpretations,with an aim to achieve a better understanding and thorough interpretation of human rationality.In this heated discussion about embodied cognition,there are still some fundamental questions that need to be further clarified,such as the essence and mechanism of human cognition,the ways that human body participates in cognitive activities,especially imagination and reasoning.The research paradigm of embodied cognition and its relevant theory have not been established and developed yet,and empirical research from interdisciplinary perspectives is far from enough to provide hard evidence for embodied cognition.

具身智能知识服务:元宇宙与AIGC等新技术赋能下的知识服务新图景

[目的/意义]智能技术的发展为知识服务领域带来前所未有的变革。研究具身智能知识服务的理论逻辑、技术基础、体系框架和应用前景,可以为知识服务领域提供新的理论参照和实践指导。[方法/过程]基于具身认知理论,深刻理解具身智能知识服务的在场性、主动性和连接性特征。进一步分析以元宇宙、AIGC、数智人和人形机器人等作为技术基座所构建的具身智能知识服务体系框架,涵盖具身知识的生成、加工、传播、反馈等要素,并探讨具身智能知识服务在教育培训、公共文化、文化旅游和医疗健康等不同服务场景中的应用。[结果/结论]分析具身智能知识服务体系框架的构建和应用图景,有助于建立更全面和智能的知识服务网络,满足用户的知识需求,提高具身智能知识服务的效能并推动具身智能知识服务的高质量发展。

Evaluation of the Relation between Cognitive Science and Embodied Cognition

This article delves into the intricate relationship between cognitive science and embodied cognition, offering transformative philosophical insights with profound implications for our understanding of the mind-body connection. In response to the journal’s feedback, we have enhanced the abstract to provide a more comprehensive overview of our study. Background: We trace the historical evolution of ideas, from the inception of cognitive science rooted in analytic philosophy to the groundbreaking contributions of Rodney Brooks and others in the field of artificial intelligence. We also explore the work of scholars such as Agre, Chapman, and Dreyfus, shedding light on the role of cognitive metaphor and the concept of the cognitive unconscious in shaping our understanding of embodied cognition. Purpose: Our study aims to shed light on the central theme that unites these various strands of thought—the rejection of the traditional, transcendental view of the subject in favor of the concept of an embodied subject. This embodied subject actively engages with its environment, shaping consciousness and cognition. This shift in perspective challenges classical epistemological theories and opens new avenues for inquiry. Method: We have conducted a comprehensive literature review to explore the historical development and key concepts in the field of embodied cognition, with a particular focus on the philosophical underpinnings and their integration into cognitive science. Results: Our examination of embodied cognition reveals that the mind is intimately connected to the body, with cognition emerging through interactions with the environment and perceptual experiences. This perspective challenges reductionist notions and demonstrates that mental states cannot be reduced to brain states alone. We also explore the relationship between functionalism and computational states of the brain, illustrating that mental states can be understood in the context of mathematical functions. Conclusion: In conclusion, this paper highlights the profound implications of embodied cognition and suggests that the mind is not isolated from the body but intimately tied to it. This perspective provides a fresh approach to the mind-body problem, emphasizing the role of the environment and perceptual experiences in shaping cognition. We invite further research into the practical applications of embodied cognition in fields like artificial intelligence, robotics, and psychology, and encourage investigations into the intersections between cognitive science and various branches of philosophy, offering valuable insights into the nature of consciousness and cognition. In essence, this study provides a comprehensive overview of the evolution and implications of embodied cognition, laying the groundwork for further research and fostering a deeper appreciation of the profound shifts in perspective that this theory brings to our understanding of the human mind.

从表征到生成:在线课堂生成性取向再议

在线课堂情境中,表征主义认识论、知识观下的“离身”认知愈演愈烈,“课堂空间在场感”的消弭在淡化知识产生情境的过程中无形地对“预成性”教学起到了强化和塑造的作用,进而涌现了知识与知识产生情境的分离、知识与知识产生过程的割裂的教育症结。面对在线课堂的表征症结,从生成论哲学转变视角,厘清身体与认知表征的实质,重新审视身体在教育和教学中的价值和意义,已然成为探索课堂生成与知识建构的新路径。具身技术作为离身认知环境向具身认知学习环境转变的纽带,既推动着知识产生情境的立体延伸,也维持着知识产生过程的动态循环,更是“用生成之名”来超越知识表征论的局限、混淆,切实促进学习者心智、身体与环境三者之间的具身交互。以具身认知为科学支撑的设计实践也将赋予在线课堂一种新的生成方式——技术性生成,从而实现在线课堂的生成性转向。

非惯常理论新构:基于具身认知与双系统视角

作为旅游研究的重要基石,学界对非惯常理论的思辨虽源源不断,但其中仍存在理论发展滞后于实践、非惯常环境与行为研究对话割裂等问题。由此,文章借鉴具身认知与双系统理论,创新提出“惯常”“中间”和“非惯常”3种认知状态,以个体心理认知差异作为定义和划分旅游环境类型的线索,明确指出环境类型具有具身性、经验性、可变性和个体差异性的内生属性;利用非惯常认知状态联结旅游环境与旅游者行为,论证主张非惯常环境与非惯常行为的伴生关系,梳理归纳决策冲动化、自我失控化、情绪主导化、盲从化和心理账户显化的非惯常行为典型特征。文章对虚拟旅游、元宇宙旅游、城市漫步等新兴旅游业态作出回应,剖析解答了非惯常理论相关研究中“主观或客观”和“异地与否”的复杂问题,并将非惯常理论的应用范围从实地拓展到虚拟层面。文章期望从人本视角革新非惯常理论以强化旅游研究的特殊性,同时助推旅游知识的外溢。

智能时代教育场域的技术焦虑与认知误区——基于梅洛-庞蒂具身认知观的当下省察

人工智能的迅猛发展极大地改变了教育生态和教学秩序,由此也引发了教育场域下史无前例的“技术焦虑”。通过追根溯源对“技术焦虑”的成因加以解析,发现其中的大部分焦虑情绪都是由教育主体的认知误区导致的,而法国现象学家梅洛-庞蒂的“具身认知观”为梳理这一认知误区提供了极好的理论依据。“具身认知观”在人类的自我认知上呈现了一种全新的思维模式,并对传统认知观的外在逻辑主义立场采取质疑态度,进而将人类教育的本质是什么以及人工智能和人类智能的本质区别一一呈现出来,从根本上对智能时代教育场域下的“技术焦虑”做出认知矫正,并依此寻求纾解路径。

教育数字化背景下的课堂教学结构改革——以具身认知理论为视角

教育数字化转型背景下为进一步提高课堂教学质量,亟需对课堂教学结构进行改革。课堂教学结构改革需进一步厘清课堂教学的内在机理、促进教师专业能力以及学生核心素养的发展。具身认知理论以重新审视身体与认知关系的新视角为课堂教学结构改革提供理论支撑。具身认知理论指导下的课堂教学结构改革主张教师应提升数字素养,创设具身学习环境;学生要提高主观能动性,增强具身性学习体验;除此之外,还应促进纸质教材创新,推动数字教材开发;推进教学媒体身体皈依,实现“技术无痕”具身愿景。

荀子不是任意说的中国总代表——基于体认语言学的思考

语言具有像似性还是任意性,这一争论由来已久。随着认知语言学和体认语言学的流行,学界现已普遍接受像似性的观点。在索绪尔结构主义语言学中的任意说传入我国后,学界有人寻找我国先哲以作呼应,如将荀子在《正名篇》中所言“名无固宜……”引为佐证,误把他视为索氏任意说的中国总代表。经过多年的研读和思考,我们发现这是一个严重的误读,荀子在这篇文章中阐发的论点其实是当今体认语言学所提出的体认观和像似性之先声。本文从5个方面批评了学界所谓“荀子是任意说的中国总代表”的观点,以期为荀子正名,倡导“我思故我云”之研究风尚。

虚拟实验何以用于教授思想实验——基于科学思想史与认知具身观点的理论分析

物质实验在现实世界中展开,思想实验则在头脑中展开,二者共同构成了科学实验的两种基本类型,其历史分野背后展现的是经验论和唯理论这两种不同的认识论立场,以及由此导致的两者之间对立与统一的辩证关系。基于认知的具身观点,思想实验可分为描述或想象意象世界、模拟操作意象、根据想象的现象形成结论三个相互联系的认知过程,它是具身直觉系统中感性与知性的统一。以计算建模和虚拟仿真技术为基础的虚拟实验的快速崛起,有助于构建一种“人—机”融合的具身系统,并将其中的意象、心理模拟和想象结果外化为感知觉信号,其最大优势不是模拟物质实验,而是教授思想实验。作为一种具身直觉工具,虚拟实验被用于教授思想实验时,应采取实验场景生活化、实验材料意象化、参数控制自主化、操作体验具身化、实验结果直观化等策略,以提升应用效果。

质点到网络:公共服务动机、行为、绩效三元交互发展逻辑体系构建

公共服务动机的研究不断发展繁荣,理论研究成果颇丰,是公共管理研究的前沿热点。但公共服务动机如何转化为公共服务绩效在理论机制方面尚未清晰,遑论纳入公共管理人力资源实践中。基于Apriori算法对相关主题文献进行了无监督机器学习挖掘,发现公共服务动机转化的研究不足之处。基于此,在社会认知理论视角下系统性厘清了公共服务动机、公共服务行为、公共服务绩效三者关系,打通了三者相互链接转化的逻辑框架。并以逻辑转化路径为基础,基于系统网络层面搭建起“公共服务动机—公共服务行为—公共服务绩效”三元交互发展的逻辑分析模型,以期发展和完善公共服务动机理论,从而达到将公共服务动机理论成功转化为实践的目的。

具身认知视角下线上课程开发的未来走向

在工具理性的影响下,线上课程开发多注重技术上的智能化以及视频制作的品质,较少关注学习者的具身性。根据身体参与学习活动的完整度,课程发展分为三个阶段:课程的前语言阶段、课程的离身化阶段、线上线下课程的具身化阶段。信息技术虽然为线上课程提供了网络化、智能化、多样化、个性化的发展可能,却不可避免地带来“身体缺离”“信息迷失”“知识预设”等一系列问题,这种“离身化”趋势的本质是由于线上课程师生时空分离所导致。如何在线上课程开发中加强人的身体介入,避免因离身取向带来的风险?研究者认为应在关注线上课程开发的价值取向、标准体系、边界意识的基础上,注重以下几个方面:一是注重身体“在场”的具身参与感;二是注重灵活多变的个体适应性;三是注重线上课程的动态生成。

女性主义叙事学的跨学科轨迹

时至21世纪,女性主义叙事学“依旧不是一种单一或说独特的叙事学工程”,而是一种跨学科叙事学工程。它的发展轨迹,是在跨学科中诞生、在跨学科中发展、在跨学科中壮大的轨迹,大致可划分为四个阶段,即跨学科中诞生阶段——性别介入,进入酷儿研究阶段——酷儿兴起,跨学科中拓展阶段——交叉性深化,跨学科中壮大阶段——具身认知拓展。它的未来,或如兰瑟所希望的,能够“随着身体以新的、挑战的方式自行介入”,“来点变革”,或如其文的副标题所示,给女性主义叙事学来点“具身叙事学”。

情感分歧对社交媒体中信息再传播的影响——以微博为例

[研究目的]社交媒体中信息的再传播是目前主流传播方式之一,研究情感特征对社交媒体中信息再传播的作用,揭示情感信息影响社交媒体中信息再传播的机制,对于科学引导网络舆论、维持健康网络环境具有重要意义。[研究方法]基于认知失调理论,引入情感分歧特征进行情感分析,以社交媒体中帖子的转发数与评论数作为信息再传播效果的衡量指标,构建了情感分歧与情感倾向影响信息再传播的理论模型,并使用微博平台上的数据,对模型进行验证。[研究结论]通过对回归模型结果分析,情感分歧能够显著正向影响社交媒体信息再传播,促进帖子的转发与评论;正面情感倾向性能够显著促进帖子的转发效果,对帖子的评论数影响效果并不显著;帖子内容的情感倾向性能够调节帖子内容中的情感分歧对帖子转发的影响,而评论情感倾向能够调节评论内容中的情感分歧对帖子评论数的影响。

社会资本如何影响茶农绿色生产技术采纳行为?

基于武夷山388份茶农微观调查数据,以生态系统服务功能认知为中介变量、茶农家庭收入水平为调节变量,采用结构方程模型探究社会资本对茶农绿色生产技术采纳行为的作用机制。结果表明:社会资本对茶农绿色生产技术采纳行为具有正向影响,其中社会参与对茶农绿色生产技术采纳行为的影响最大,社会信任次之,社会网络最小;社会资本对生态系统服务功能认知具有直接促进作用,社会资本也可以通过生态系统服务功能认知对茶农绿色生产技术采纳行为起到间接促进作用,其中社会信任所在路径的间接效应最大;高家庭收入水平茶农的生态系统服务功能认知对茶农绿色生产技术采纳行为影响更为显著。据此,提出利用社区资源培育和维护茶农社会资本,提高茶农生态系统服务功能认知,对低家庭收入水平茶农提供相应政策保障等建议。

具身认知理论视域下语文大单元教学策略研究

大单元教学是《义务教育语文课程标准(2022年版)》和学习任务群的必然要求,但在教学开展过程中存在着困境。具身认知理论主张认知不仅仅依赖于大脑,更是身体和环境互动的产物,强调教学过程中“身心一体”与“主客融合”的教学范式。基于具身认知理论的大单元教学是在新课标背景下,以具身认知为指导,以大单元教学为依托,促进学生问题解决与迁移,思维提升与创造。为此,从学习目标、学习情境、学习任务、学习评价四个方面进行设计,发挥身体在学习中的作用,以更好地实现学生核心素养发展。

社交焦虑、病耻感在精神分裂症患者正念、认知中链式中介路径研究

目的研究社交焦虑、病耻感在精神分裂症(SP)患者正念、认知中链式中介路径。方法选取2022年9月—2023年9月收治的SP 87例,采用一般资料调查问卷、精神疾病病耻感量表、交往焦虑量表、正念注意觉知量表、韦氏成人智力测试对其展开问卷调查,采用Pearson和结构方程模型分析社交焦虑、病耻感、正念、认知间的关系。结果不同性别、年龄、病程、受教育层次、体质量指数、疾病分型SP患者智商值比较差异无统计学意义(P>0.05)。Pearson相关分析显示,SP患者病耻感与社交焦虑呈正相关,正念与社交焦虑、病耻感呈负相关,认知与社交焦虑、病耻感呈负相关,认知与正念呈正相关(P<0.01)。结构方程模型拟合指数χ^(2)/df=4.935,RMSEA=0.051,TLI=0.963,CFI=0.977,NFI=0.952;Bootstrap程序检验显示,正念对认知有直接效应,也可通过社交焦虑、病耻感的平行中介效应或社交焦虑→病耻感链式中介效应间接起正向效应。结论临床在SP患者认知功能康复治疗中,应重视正念干预在不同作用路径之间的效应,并以路径为依据,采取合适方式提高患者认知功能。

地名的事件域转喻体认模型——一项基于体认地名学的研究

为推动体认语言学与地名学的深度融合,文章运用ECM(事件域认知模型)与转喻机制构建了事件域转喻体认模型。该模型以地名命名转喻观为基础,整合了转喻的体认性与ECM的体认性,并以中国自然地理实体地名为例加以验证。研究揭示了该模型的解释力和可操作性,并清晰地再现了命名者的心理意图与过程。该模型的提出既推动了体认语言学的跨学科应用研究,也为地名学指出了一个全新的研究方向。