Reading Comprehension Is Embodied: Theoretical and Practical Considerations

Autor/in	Sadoski, Mark
Titel	Reading Comprehension Is Embodied: Theoretical and Practical Considerations
Quelle	In: Educational Psychology Review, 30 (2018) 2, S.331-349 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-017-9412-8
Schlagwörter	Reading Comprehension; Cognitive Psychology; Cognitive Processes; Sensory Experience; Theories; Reading Research; Motion + Suchen Sie Ihr Suchwort? Leseverstehen; Kognitive Psychologie; Cognitive process; Kognitiver Prozess; Sinnerfahrung; Theory; Theorie; Leseforschung; Bewegungsablauf
Abstract	In this review, I advance the embodied cognition movement in cognitive psychology as both a challenge and an invitation for the study of reading comprehension. Embodied cognition challenges theories which assume that mental operations are based in a common, abstract, amodal code of propositions and schemata. Based on growing research in behavioral and neuroscience, embodied cognition proposes that all cognitive activity is based in sensorimotor activity, opening exciting new vistas for research and practice. Exemplary embodied theories are summarized and compared including those of Glenberg, Barsalou, Lakoff and Johnson, Paivio, and others. Exemplary embodied educational applications to reading comprehension are reviewed. I propose that much reading comprehension research that cites an abstract theoretical basis is actually more consistent with the embodied perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01