The Rotman Institute of Philosophy, Western University, London, OntarioN6A 5B7, Canada.
Departments of Philosophy and Psychology, University of Cincinnati, Cincinnati, OH45221.
Behav Brain Sci. 2020 May 28;43:e92. doi: 10.1017/S0140525X19002747.
We applaud the ambition of Veissière et al.'s account of cultural learning, and the attempt to ground higher order thinking in embodied theory. However, the account is limited by loose terminology, and by its commitment to a view of the child learner as inference-maker. Vygotsky offers a more powerful view of cultural learning, one that is fully compatible with embodiment.
我们赞赏 Veissière 等人对文化学习的描述的雄心壮志，以及他们试图将高阶思维建立在具身理论的基础上。然而，该描述受到松散术语的限制，并受到将儿童学习者视为推理者的观点的限制。Vygotsky 提供了一种更强大的文化学习观点，它与具身性完全兼容。
