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Symbols and EmbodimentDebates on meaning and cognition$
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Manuel de Vega, Arthur Glenberg, and Arthur Graesser

Print publication date: 2008

Print ISBN-13: 9780199217274

Published to Oxford Scholarship Online: March 2012

DOI: 10.1093/acprof:oso/9780199217274.001.0001

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A well grounded education: The role of perception in science and mathematics

A well grounded education: The role of perception in science and mathematics

Chapter:
(p.327) Chapter 16 A well grounded education: The role of perception in science and mathematics
Source:
Symbols and Embodiment
Author(s):

Robert Goldstone

David Landy

Ji Y Son

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199217274.003.0016

This chapter describes two separate lines of research on college students' performance on scientific and mathematical reasoning tasks. The first research line studies how students transfer scientific principles governing complex systems across superficially dissimilar domains. The second line studies how people solve algebra problems. Consistent with an embodied perspective on cognition, both lines show strong influences of perception on cognitive acts that are often associated with amodal, symbolic thought, namely cross-domain transfer and mathematical manipulation.

Keywords:   college students, scientific reasoning, mathematical reasoning, cognition, symbolic thought, mathematical manipulation

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