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Embodiment and Human Development.

Peter J Marshall1

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Summary
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Embodied cognition (EC) research highlights the crucial role of the body in cognitive, social, and emotional development. Reconsidering embodiment offers a way to understand meaning construction in developing individuals.

Keywords:
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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Embodied Cognition

Background:

  • Cognitive, social, and emotional processes are increasingly understood as embodied.
  • The field of embodied cognition (EC) emerged from a need to integrate the body into cognitive science.
  • Developmental science historically emphasized embodiment (e.g., Piaget), but this was sidelined by computational approaches.

Purpose of the Study:

  • To argue for the reconsideration of embodiment in developmental science.
  • To address limitations in computational accounts regarding meaning construction.
  • To propose a process-relational approach for an integrative, embodied developmental science.

Main Methods:

  • Conceptual analysis and theoretical argumentation.
  • Review of existing literature in cognitive science and developmental psychology.
  • Integration of embodied cognition principles with process-relational developmental systems.

Main Results:

  • Reconsidering embodiment is essential for understanding how developing individuals construct meaning.
  • Computational approaches alone are insufficient for explaining embodied meaning-making.
  • A process-relational framework offers a robust model for embodied developmental science.

Conclusions:

  • Embodiment is fundamental to cognitive, social, and emotional development.
  • A shift from purely computational models to embodied, process-relational approaches is necessary.
  • This integrative approach promises a more complete understanding of human development.