Design of a Landscape Device for Children from the Perspective of Embodied Cognition in the New Era

In recent years,embodied cognition has ushered in a new research upsurge in the academic field,and has become a hot topic in the field of cognitive psychology.In this paper,from the perspective of embodied cognition,the interaction ways of a landscape device for children were discussed to achieve a more real and harmonious interaction between children and scenes.The research data of embodied cognition used by children was analyzed,and the drawbacks and breakthrough points of current landscape devices for children were discussed.The core characteristics of children’s growth period were extracted to establish children’s interaction model and summarize the interactive design methods of landscape devices for children.Embodied cognition has become the most intuitive way for children to know and understand the environment,and plays a pivotal role in children’s growth.Based on embodied cognition principle and interactive behavior mode,the interactive design of a landscape device for children was studied,and three interactive design modes,including simple and convenient interaction mode,multi-sensory interaction mode and game natural interaction mode were summarized.On the basis of this research,relevant design practice and research were carried out to bring a new vision to the design of children’s landscape.

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.

Mathematical Model of Embodied Symbols: Cognition and Perceptual Symbol System

A mathematical model of perceptual symbol system is developed. This development requires new mathematical methods of dynamic logic (DL), which have overcome limitations of classical artificial intelligence and connectionist approaches. The paper discusses these past limitations, relates them to combinatorial complexity (exponential explosion) of algorithms in the past, and relates it further to the static nature of classical logic. DL is a process-logic;its salient property is evolution of vague representations into crisp. We first consider one aspect of PSS: situation learning from object perceptions. Next DL is related to PSS mechanisms of concepts, simulators, grounding, embodiment, productiveity, binding, recursion, and to the mechanisms relating embodied-grounded and amodal symbols. We discuss DL capability for modeling cognition on multiple levels of abstraction. PSS is extended toward interaction between cognition and language. Experimental predictions of the theory are discussed. They might influence experimental psychology and impact future theoretical developments in cognitive science, including knowledge representation, and mechanisms of interaction between perception, cognition, and language. All mathematical equations are also discussed conceptually, so mathematical understanding is not required. Experimental evidence for DL and PSS in brain imaging is discussed as well as future research directions.

The Philosophical Basis of Social Turning of Embodied Cognition From the Perspective of Symbolic Interactionism

Since the 1990s,embodied cognition has become the research trend of cognitive science.Due to excessive attention to embodiment and the physical environment,embodied cognition does not pay more attention to the social characteristics of cognition,especially the role of others and symbolic activities,making cognitive science research unable to get rid of solipsism.So,it is difficult for the embodied cognition to explain the uniformity and multiplicity of cognition,and the problem of“other”mind.To solve these problems,the paper expounds the relations between symbolic interactionism and embodied cognition and the necessity of social turning in embodied cognition.Through analyzing the thoughts of George H.Mead about cognition and the influence of his symbolic interactionism on embodied cognition,as well as discussing Mark Johnson’s view on social interactional aspects of embodied cognition,we emphasize that the social and symbolic interactions are indispensable factors of embodied cognition.The paper argues that higher-order cognition comes out of symbolic interactions;cognition generates from posture dialogue interaction and manifests itself through attitude;intersubjectivity is closely associated with symbolic interactionism.Therefore,studying the relations between symbolic interactionism and embodied cognition helps overcome the solipsism or individualism of embodied cognition,and accordingly contributes to the social turning of embodied cognition.

The Significance of Image Schema in Embodied Cognition

As a recurring pattern of sensory-motor-affective experience, image schema is not only a concept discussed in linguistics and psychology, but also a significant one in the study of embodied cognition. Through analyzing the features of image schema considered by the authors as embodiment, recessiveness, sedimentation, logicality, scientificity, and dependency to cognitive metaphors and reviewing the definition of embodied cognition, the paper argues that image schema is an integration of bodily property and mental property, and accordingly a core and inseparable concept of embodied cognition by bridging body and mind. Image schema can help to explain how abstraction and inference generate from body-environment interactions, thus making the theory of embodied cognition more persuasive and reliable.

Book Review: Metaphor: Embodied Cognition and Discourse Edited by Beate Hampe Cambridge University Press (2017) UK xii+369 pp. ISBN 9781108187480

The book under review presents a comprehensive investigation into Metaphor theories from perspectives of embodied cognition and discourse.After sketching dimensions and dynamics of contemporary metaphor theories in the first part,it presents and evaluates metaphor in cognition by analyzing sources and target of the primary metaphor theory,the hierarchical structure of mental metaphors,metaphorical directionality and body schema in metaphorical cognition.Investigations of sign systems,modalities,contextualized discourse interaction patterns,embodied metonymy are included in the third part.And metaphor in discourse in detailed research with multiple related topics is in the fourth part.The embodied and discourse views of metaphor are highlighted in the epilogue,and it points out that one’s preferred level of analysis argues against the relevance of other perspectives on metaphor performance by using different methods.

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.

Embodied Cognition From the Perspective of Vygotsky’s Socio-cultural Theory

Embodied cognition is an approach to cognition that departs from traditional Descartes’ mind-body dualism for its emphasis on bodily interactions with the environment. The paper firstly describes three distinctive features of embodied cognition. Furthermore, from the perspective of philosophical methodology, the paper outlines Vygotsky’s socio-cultural theory and his contributions to the development of cognitive science. Three basic themes of Vygotsky’s writings are specifically described： genetic forces as a foundation of the study of mind, social origin of higher mental functioning, and mediation of sign systems in inter-mental and intra-mental functioning. Against the background of Vygotsky’s sociocultural theory, we further discuss the interface between embodied cognition and Vygotsky’s socio-cultural theory. It is claimed that bodily states and body-environment interactions are closely connected to sense-making. Embodied cognition should emphasize on the unity of body, mind, and cultural environment. Finally, the paper concludes with the influence of sociocultural theory on the study of embodied cognition.

Cognition Embodied in Buddhist Philosophy A Comparative Reflection of D6gen and Heidegger

Contrary to occidental philosophy, oriented to grasping and solidifying the principles of essential being （ontos on）, Buddhism seeks to understand the aspect of our existence that experiences suffering in life. In the East Asian languages Human beings are described as Inter-Beings in that they are enveloped by the topos of life and death. From breath to breath, our life is bound to the moments of emerging and vanishing, being and non-being in an essential unity. D6gen＇s philosophical thinking integrated this conception with the embodied cognition of both thinking and acting self. In the phenomenological point of view, Heidegger （1927; 1993） emphasizes Being as bound to fundamental substantiality, which borders at the Ab-grund, falling into nothingness. With D^gen, the unity-within-contrast of life and death is exemplified in our breathing, because it achieves the unity of body and cognition which can be called ＂corpus.＂ In perfect contrast, the essential reflection for Heidegger is that of grasping the fundament of Being in the world, which represents the actualization of a Thinking-Being-Unity. The goal of this comparison is to fundamentally grasp what is the essentiality of being, life, and recognition （in Japanesejikaku f~ ~） bound to embodied cognition in our globalized world.

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.

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。

Embodied Emotion--Turn from Traditional to PostCognitive Perspectives

This literature review on the research of embodied emotion addresses the aspects of the concepts of embodied emotion, the various theories or theses on the embodied emotion abroad and at home, some comments based on the literature are elicited and the discussions about the future research topics on embodied emotion are proposed.

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。

A Study on the Advancement of Prototype Theory from the Perspective of Embodied Philosophy

Prototype theory,one of the most important part of cognitive linguistics,as well as the theoretical foundation and focus of cognitive sem antics,has many aspects of advancement when compared with classical theory,which mainly can be seen from the following ways:attaching more to the interaction between subjectivity and objectivity,being unequal in a category,being open to any entity sharing certain attributes with the prototype,being dynamic to cope with changing conditions and changing expressive needs and etc.

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。

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。

社会认知语言学再思考

社会认知语言学是社会认知理论与认知语言学的结合,也是认知语言学的一种发展趋势。过去四十多年,认知语言学对概念表征和语言表征之间的关系进行了深入探讨,但是却忽视了言语交际的社会因素。针对认知语言学中出现的社会转向,我们近几年提出社会认知语言学这一新的学科,主要探讨社会认知如何影响语言的结构、表达和理解。本文主要阐释社会认知理论的有关问题以及人际层面、群际层面、社会实践认知层面的社会认知语言学视野。希望通过这些方面的阐释,能进一步明确社会认知语言学的内涵和研究范围,推动该领域的发展。

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。