Is social cognition embodied?

kant on the embodied cognition

Embodied Cognition and Simulative Mindreading

Can an embodied approach to social cognition accommodate mindreading, our ability to attribute mental states to another person? Prima facie it might not. Mindreading has been conceived in terms of what Susan Hurley calls the classical sandwich picture of the mind. On this view, perception corresponds to input from world to mind, action to output from mind to world, and cognition as sandwiched i...

Interfaces of social psychology with situated and embodied 11 cognition

19 The recent rise of interest in situated and embodied cognition has a strong interdisciplinary flavor, with contributions from 20 robotics, cognitive anthropology, cognitive psychology, and developmental psychology, among other disciplines. However, 21 social psychology has been almost completely unrepresented. Social psychologists investigate the ways people perceive, 22 interact with, and i...

Interfaces of social psychology with situated and embodied cognition

The recent rise of interest in situated and embodied cognition has a strong interdisciplinary flavor, with contributions from robotics, cognitive anthropology, cognitive psychology, and developmental psychology, among other disciplines. However, social psychology has been almost completely unrepresented. Social psychologists investigate the ways people perceive, interact with, and influence eac...

The Explanation of effectiveness of student's lived experience in the architectural training process

Abstract: Architecture as a built environment has an important role in the quality of experience. Architecture experience is one of the educational strategies for knowing architecture. In some educational approaches, experience means observation, while based on the embodied cognition, environment experience is more than an observation. According to this approach, lived experience is deepest tha...

Embodied Cognition as Grounding for Situatedness and Context in Mathematics Education

In this paper we analyze, from the perspective of ‘Embodied Cognition’, why learning and cognition are situated and context-dependent. We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental bodily...