An embodied cognition perspective on symbols, gesture, and grounding instruction
This chapter investigates how gestures enact symbols and thereby ground the meaning of abstract representations used in instructional settings. It explores two principles that follow from the theory of embodied cognition — that cognition is situated and that cognitive work is off-loaded onto the environment. It also considers a third principle — that off-line cognition is body based — but includes the influences of social interactions, along with sensorimotor processes, as mediating cognitive behaviour even when others are not present.
Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.