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Enactive Metaphors: Learning Through Full-Body Engagement.

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Title: Enactive Metaphors: Learning Through Full-Body Engagement.
Authors: Gallagher, Shaun, Lindgren, Robb
Source: Educational Psychology Review. Sep2015, Vol. 27 Issue 3, p391-404. 14p. 1 Color Photograph.
Subjects: Cognitive learning, Metaphor, Semantics, Simulation methods in education, Passive learning
Abstract: Building on both cognitive semantics and enactivist approaches to cognition, we explore the concept of enactive metaphor and its implications for learning. Enactive approaches to cognition involve the idea that online sensory-motor and affective processes shape the way the perceiver-thinker experiences the world and interacts with others. Specifically, we argue for an approach to learning through whole-body engagement in a way that employs enactive metaphors. We summarize recent empirical studies that show enactive metaphors and whole-body involvement in virtual and mixed reality environments support and improve learning. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Building on both cognitive semantics and enactivist approaches to cognition, we explore the concept of enactive metaphor and its implications for learning. Enactive approaches to cognition involve the idea that online sensory-motor and affective processes shape the way the perceiver-thinker experiences the world and interacts with others. Specifically, we argue for an approach to learning through whole-body engagement in a way that employs enactive metaphors. We summarize recent empirical studies that show enactive metaphors and whole-body involvement in virtual and mixed reality environments support and improve learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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