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基本説明
Brings together a team of outstanding scientist, adopting symbolist and embodied viewpoints, in an attempt to understand how the mind works and the nature of linguistic meaning.
Full Description
Cognitive scientists have a variety of approaches to studying cognition: experimental psychology, computer science, robotics, neuroscience, educational psychology, philosophy of mind, and psycholinguistics, to name but a few. In addition, they also differ in their approaches to cognition - some of them consider that the mind works basically like a computer, involving programs composed of abstract, amodal, and arbitrary symbols. Others claim that cognition is embodied - that is, symbols must be grounded on perceptual, motoric, and emotional experience.
The existence of such different approaches has consequences when dealing with practical issues such as understanding brain disorders, designing artificial intelligence programs and robots, improving psychotherapy, or designing instructional programs.
The symbolist and embodiment camps seldom engage in any kind of debate to clarify their differences. This book is the first attempt to do so. It brings together a team of outstanding scientists, adopting symbolist and embodied viewpoints, in an attempt to understand how the mind works and the nature of linguistic meaning. As well as being interdisciplinary, all authors have made an attempt to find solutions to substantial issues beyond specific vocabularies and techniques.
Contents
1. Framing the debate ; 2. The limits of covariation ; 3. Body and symbol in AutoTutor: conversations that are responsive to the learners' cognitive and emotional states ; 4. Symbolism, embodied cognition and the broader debate ; 5. What brain imaging can tell us about embodied meaning ; 6. Grounding language in the brain ; 7. Symbols and embodiment from the perspective of a neural modeler ; 8. Symbol systems and perceptual representations ; 9. Experiential traces and mental simulations in language comprehension ; 10. Defining embodiment in understanding ; 11. A mechanistic model of three facets of meaning ; 12. The symbol grounding problem has been solved. So what's next? ; 13. Language and simulation in conceptual processing ; 14. Levels of embodied meaning: from pointing to counterfactuals ; 15. Language comprehension is both embodied and symbolic! ; 16. A well-grounded education: the role of perception in science and mathematics ; 17. Mending or abandoning cognitivism ; 18. An embodied cognition perspective on symbols, gesture and grounding instruction ; 19. Reflecting on the debate
