Reggin Lorraine D, Gómez Franco Ligia E, Horchak Oleksandr V, Labrecque David, Lana Nadia, Rio Laura, Vigliocco Gabriella
University of Calgary, Calgary, AB, Canada.
Ball State University, Muncie, IN, USA.
J Cogn. 2023 Oct 10;6(1):63. doi: 10.5334/joc.308. eCollection 2023.
Theories of embodied cognition postulate that perceptual, sensorimotor, and affective properties of concepts support language learning and processing. In this paper, we argue that language acquisition, as well as processing, is situated in addition to being embodied. In particular, first, it is the situated nature of initial language development that affords for the developing system to become embodied. Second, the situated nature of language use changes across development and adulthood. We provide evidence from empirical studies for embodied effects of perception, action, and valence as they apply to both embodied cognition and situated cognition across developmental stages. Although the evidence is limited, we urge researchers to consider differentiating embodied cognition within situated context, in order to better understand how these separate mechanisms interact for learning to occur. This delineation also provides further clarity to the study of classroom-based applications and the role of embodied and situated cognition in the study of developmental disorders. We argue that theories of language acquisition need to address for the complex situated context of real-world learning by completing a "circular notion": observing experimental paradigms in real-world settings and taking these observations to later refine lab-based experiments.
具身认知理论假定,概念的感知、感觉运动和情感属性支持语言学习与处理。在本文中,我们认为语言习得以及语言处理除了具身性之外,还具有情境性。具体而言,首先,初始语言发展的情境性使得发展中的系统能够实现具身化。其次,语言使用的情境性在发展过程和成年期会发生变化。我们提供了实证研究的证据,证明感知、行动和效价的具身效应在不同发展阶段适用于具身认知和情境认知。尽管证据有限,但我们敦促研究人员考虑在情境背景中区分具身认知,以便更好地理解这些不同机制如何相互作用以实现学习。这种区分也为基于课堂的应用研究以及具身认知和情境认知在发育障碍研究中的作用提供了进一步的清晰认识。我们认为,语言习得理论需要通过完成一个“循环概念”来应对现实世界学习的复杂情境:在现实世界环境中观察实验范式,并将这些观察结果用于随后完善基于实验室的实验。