具身认知:理论缘起、逻辑假设与未来路向

发布时间：2018-02-11 00:57

本文关键词： 认知科学具身认知理论缘起逻辑假设未来路向　出处：《现代远程教育研究》2017年02期 　论文类型：期刊论文

【摘要】：具身认知是在反对传统认知科学之偏误的基础上出现的。在传统的认知科学中,人的心智遭以简化为对自然、世界的准确镜像,认知活动在于摒弃、剔除身体的生理参与及经验的嵌入。具身认知真正把人视作"整全的人",主张认知是大脑、身体与环境交互作用的产物,强调人的身心整全意义上的发展。它强调"具身性"与"情境化",将对认知的认识从个体加工机制的探讨转向社会实践活动的分析;并认为认知结构具有时间属性,某一时刻的认知状态只是连续动态变化中的一个即时状态,因此主张把实验法和自然法融通起来,在真实、自然的情境中对认知过程作实时的、具体的分析。虽然具身认知较行为主义心理学和离身认知有一定的优势与价值,其理论和研究也取得了一定成果,但也还存在一些值得关注的问题,如研究思潮凌乱、研究主题狭隘、研究方法失当等。为促进具身认知研究的有效开展,亟须从本体论与方法论两个层面对其未来走向进行前瞻与预设。
[Abstract]:Embodied cognition is in opposition to the traditional cognitive bias on the basis of science. In traditional cognitive science, the human mind was to simplify the natural, accurate image of the world, cognitive activity is to abandon, eliminating physical and physiological participation experience embedding. Embodiedcognition really treat them as "the whole people", that cognition is the outcome of interaction between brain, body and environment, emphasizing the development of people and the whole meaning. It emphasizes "the body" and "situational analysis", will recognize the cognitive processing mechanism of the discussion from the individual to the social practice activities; and that the cognitive structure has the time attribute, cognitive state at a certain moment just continuous change in an instant, so that the experiment law and natural law in reality, up financing, the cognitive process of natural situation in real time, specific analysis. Although the body A cognitive behavioral psychology and cognition from the body has advantage and value, its theory and research has made some achievements, but there are still some issues of concern, such as research subject thoughts messy, narrow, research methods and so on. In order to promote the effective development of improper embodied cognition study, must from the ontology with the methodology of the two aspects of the future are forward-looking and presupposition.

【作者单位】：苏州大学教育学院;苏州大学中国特色城镇化研究中心;浙江师范大学国际与比较教育研究院;淮阴师范学院教育科学学院;
【基金】：2013年度浙江师范大学国际与比较教育研究院招标课题“澳大利亚行业协会参与职业教育的机制研究”(IICE201311)
【分类号】：G434

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