Sentence examples for embodiment research from inspiring English sources

Research on observing gestures and other human movements has been linked to embodiment research in the context of mirror neuron activity (de Koning & Tabbers, 2011; see also van Gog et al., 2009) and may be regarded to exhibit a similar level of bodily engagement that Johnson-Glenberg et al. (2014) define as their first level of embodiment.

The proposed taxonomy of educational embodiment research highlights the possibilities and challenges involved in translating basic embodiment research into application.

Thus, we conclude that immersion should not be regarded as one of the central factors for a taxonomy of embodiment research in the context of learning.

More generally, the taxonomy and review presented here offer researchers from more basic fields insights into the findings and challenges within more applied fields of embodiment research.

Consequently, Wilson and Golonka (2013) consider the latter type of experiments to be of lower value for embodiment research than task-oriented studies testing hypotheses concerning the use of cognitive and physical resources.

However, the concept of task integration with a spectrum ranging from integrated to incidental is more general and thus can be applied to more types of embodiment research than gestural congruency.

Educational embodiment researchers tend to perform research using widely available devices, such as video game consoles (e.g. Pouw, van Gog, et al., 2016) and tablets (e.g. Agostinho et al., 2015), which potentially puts limits on the amount of control experimenters have over the learning task.

This small sample of embodied research highlights the variety of platforms and methodologies used to explore the positive effects of embodiment on education.

Embodiment theories and research supporting these theories for adults, suggest that printed word meaning is at least partially represented in cortical regions that also process sensorimotor properties of the object categories described by these words (Barsalou, 2008; Fischer & Zwaan, 2008; Pulvermueller, 2013).

Rather, a taxonomy of embodied learning should also encompass research testing embodiment hypotheses that do not primarily focus on extensive bodily movement during learning, but embrace bodily engagement in more restrained forms.

In the following section, I focus on three aspects of the embodied researcher within cross-generational and cross-ethnic research: 'embodied roles' describes the salience of the student daughter roles in reconstructing the apparent differences in age and social context; 'embodying emotion' explores the complexity of situated gender; and 'embodiment' focuses on the physicality of the body.