Studying at York
Embodied Cognition in Learning & Development - EDU00113M
- Department: Education
- Credit value: 20 credits
- Credit level: M
- Academic year of delivery: 2023-24
- See module specification for other years: 2022-23
Module summary
The module introduces students to the concept of embodied cognition. Embodied cognition (aka. grounded cognition, embodiment) broadly refers to the idea that thoughts and emotions are not separable from the body, which, if true, has significant consequences for education and psychology. The purpose of this module is to examine questions both fundamental and practical, such as what is thought, how are thoughts and emotions embodied, and what does this mean for learning and development?
This will involve looking at embodiment in children’s learning and development in a number of domains, including language, thought, academic skills, imagery, emotion, motor learning, and learning disability. In this module, embodiment will be applied to contemporary challenges facing educators (e.g., digital media, learning in the classroom).
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2023-24 |
Module aims
The module is intended to introduce students to a new frontier in understanding human development, cognition, emotion, and language. Crucially, the students will be expected to critically reflect on theories of embodied cognition, with a particular focus on their shortfalls, limits as theories, and potential contributions to educational and psychological practice. Evidence will be presented and discussed along with implications for human learning and development. Students will also further develop their skills at critiquing and presenting their work in both oral and written formats.
Module learning outcomes
Subject content:
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Students will understand and be able to explain the key psychological concepts underpinning embodied cognition;
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Students will explore and critically evaluate how theories and empirical research have informed our understanding of how thought, language, and emotions relate to humans’ sensory, motor, and environmental experiences.
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Concepts will be applied to contemporary challenges facing children and educators in the 21st century, such as digital media, learning disabilities, classroom learning, and curricula.
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Students will apply theoretical knowledge and understanding gained in private reading to an issue relating to child development and learning.
Academic and graduate skills:
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Students will gain experience in assimilating information to develop an informed personal perspective on an important applied topic in psychology in education.
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Students will be able to effectively communicate a reasoned argument, and the evidence underpinning it, in both written and oral forms.
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Students will be able to identify and synthesise a range of sources e.g. academic articles, media and policy documents and critically evaluate their reliability, validity and relevance.
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Students will be able to analyse ways in which theories and data from different disciplines can inform each other and can be applied in different contexts to enhance understanding.
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Students will work proactively and autonomously to select and manage information and use this to engage effectively in debate.
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Students will present their reading and ideas to expert and non-expert audiences in a poster format
Module content
The following is a list of indicative sessions for this module:
An introduction to the study of the mind in philosophy, developmental psychology and cognitive science.
How the many senses that humans possess affect thought and experience.
Embodied effects in language processing and comprehension will be outlined based on research findings.
The consequences and evidence for/against embodiment for cognition and imagery will be discussed.
Embodied emotional processing will be outlined.
An outline of the complex phenomenon of motor development spanning the first decades of life and how this influences thought will be presented.
The modern phenomenon of digital media usage will be critically reflected in light of theories of embodied cognition.
Reading development, mathematics, and learning disabilities in light of embodied cognition will be discussed.
The consequences of embodied cognition for classroom learning and curriculum design will be addressed.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 70 |
| Oral presentation/seminar/exam | 30 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 70 |
| Oral presentation/seminar/exam | 30 |
Module feedback
Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Adolph, K. E., & Hoch, J. E. (2019). Motor Development: Embodied, Embedded, Enculturated, and Enabling. Annual Review of Psychology, 70, 141–164. https://doi.org/10.1146/annurev-psych-010418-102836
Barsalou, L. W. (1999). Perceptions of perceptual symbols. Behavioral and Brain Sciences, 22(04), 637–660. https://doi.org/10.1017/S0140525X99532147
Barsalou, L. W. (2010). Grounded cognition: Past, present, and future. Topics in Cognitive Science, 2(4), 716–724. https://doi.org/10.1111/j.1756-8765.2010.01115.x
Glenberg, A. M. (2011). How reading comprehension is embodied and why that matters. International Electronic Journal of Elementary Education, 4, 5–18.
Link, T., Moeller, K., Huber, S., Fischer, U., & Nuerk, H.-C. (2013). Walk the number line – An embodied training of numerical concepts. Trends in Neuroscience and Education, 2(2), 74–84. https://doi.org/10.1016/j.tine.2013.06.005
Martzog, P., & Suggate, S. P. (2019). Fine motor skills and mental imagery: Is it all in the mind? Journal of Experimental Child Psychology, 186, 59–72. https://doi.org/10.1016/j.jecp.2019.05.002
Pexman, P. M. (2019). The role of embodiment in conceptual development. Language, Cognition and Neuroscience, 34(10), 1274–1283. https://doi.org/10.1080/23273798.2017.1303522
Reynolds, D., & Nicolson, R. I. (2007). Follow-up of an exercise-based treatment for children with reading difficulties. Dyslexia, 13(2), 78–96. https://doi.org/10.1002/dys.331
Schmidt, M., Benzing, V., Wallman-Jones, A., Mavilidi, M.-F., Lubans, D. R., & Paas, F. (2019). Embodied learning in the classroom: Effects on primary school children’s attention and foreign language vocabulary learning. Psychology of Sport and Exercise, 43, 45-54. https://doi.org/10.1016/j.psychsport.2018.12.017
Suggate, S., & Stoeger, H. (2017). Fine motor skills enhance lexical processing of embodied vocabulary: A test of the nimble-hands, nimble-minds hypothesis. Quarterly Journal of Experimental Psychology, 70, 2169-2187. https://doi.org/10.1080/17470218.2016.1227344
Suggate, S. P., & Martzog, P. (2020). Screen-time influences children’s mental imagery performance. Developmental Science, e12978. https://doi.org/10.1111/desc.12978