“Motor Development as Foundation and Future for Developmental Psychology” ( Thelen, 2000a ). That agenda included 6 themes: multimodal perception and action, formal models and robotics, embodied cognition, neural bases of motor skill development, learning and plasticity, and cultural and individual
David I. Anderson
Niels van Quaquebeke and Steffen R. Giessner
Many fouls committed in football (called soccer in some countries) are ambiguous, and there is no objective way of determining who is the “true” perpetrator or the “true” victim. Consequently, fans as well as referees often rely on a variety of decision cues when judging such foul situations. Based on embodiment research, which links perceptions of height to concepts of strength, power, and aggression, we argue that height is going to be one of the decision cues used. As a result, people are more likely to attribute a foul in an ambiguous tackle situation to the taller of two players. We find consistent support for our hypothesis, not only in field data spanning the last seven UEFA Champions League and German Bundesliga seasons, as well as the last three FIFA World Cups, but also in two experimental studies. The resulting dilemma for refereeing in practice is discussed.
Beyond the trivial assumption that without a body we cannot gather sensory information from the environment and we cannot act upon it, our particular body, right here, right now, both enables and constrains our perception of the environment. In this review, I provide empirical support for the idea that our physical body can narrow the set of our possible interactions with the environment by shaping the way we perceive stimuli around us. I will propose that such effects are contributed by the effect of our physical body—that is, flesh and bone body—on the oscillatory dynamics of intrinsic brain activity.
Fabrice Dosseville, Sylvain Laborde and Markus Raab
We studied the influence of contextual factors and the referees’ own motor experience on the quality of their perceptual judgments. The theoretical framework combined the social cognition approach with the embodied cognition, and enabled us to determine whether judgments were biased or not by using a combination of contextual and internal factors. Sixty fully-qualified and aspiring judo referees were tested in a video-based decision-making task in which they had to decide when to stop the ground contact phase. The decision task differed depending on whether one contestant dominated the other or whether they were equal in the prior phase. Results indicated that the referees’ motor experience influenced perceptual judgments and interacted with contextual factors, enhancing the need for a combination of social and embodied cognition to explain biases in referees’ judgments. Practical considerations were discussed in this paper, such as, whether referees need recent motor experience and how this could influence rules of governing bodies for officiating.
A. Mark Williams and Bradley Fawver
eye Perceptual training Learning in clinical populations Anxiety/stress/reinvestment Neural basis of expertise and embodied cognition Motor circuitry and neural plasticity Visual networks/mirror neurons In the remainder of this review, we focus specifically on the three theme areas and associated
Margaret E. Whitehead, Elizabeth J. Durden-Myers and Niek Pot
that practically all neuroscientists now refute dualism. In fact, monism has been championed by many cognitive scientists. For example, Shapiro ( 2011 ) refers to embodied cognition which denotes the role that the embodiment plays in human relationships with the world, Maiese ( 2016 ) writes about the
Daniela Corbetta, Rebecca F. Wiener, Sabrina L. Thurman and Emalie McMahon
-Guided” Hypothesis In his pioneering book, Piaget ( 1936/1952 ) laid another long-lasting influence on the field of developmental psychology, namely, the idea that early mind formation rested on the early sensorimotor experiences of the child—an idea quite compatible with today’s concept of embodied cognition
Kenneth Aggerholm and Kristian Møller Moltke Martiny
(see Martiny & Aggerholm, 2016 , for more on the pedagogical work related to the camp). 4 For a more elaborated account of this interview method and how it relates to the research area of embodied cognition, see Høffding and Martiny ( 2015 ). 5 We have translated this and the following quotes from
Jane E. Clark, Farid Bardid, Nancy Getchell, Leah E. Robinson, Nadja Schott and Jill Whitall
comparative and physiological psychology ( Rodkey, 2015 ), and developed together with her husband, James Gibson, some of the most important theoretical work on ecological perception and learning in the 20th century. In many ways, the ecological psychology approach to perception and action led to the embodied