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Article
Experimental Analysis on the Development of Cognitive Processes in Childhood Through Body Experience
Author(s)
Giulia Torregiani, Luisa Bonfiglio, Francesco Maria Melchiori, Francesco Peluso Cassese
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DOI:10.17265/2159-5542/2018.11.001
Affiliation(s)
Niccolò Cusano Rome University, Rome, Italy
ABSTRACT
This
study aims at comparing the effect of an innovative educational approach, based
on the continuous relationship between mind and body, to traditional
methodologies; more in particular, it focuses on the cognitive processes of
language and memory in childhood. Previous studies showed that the Embodiment
Theory of Conceptual Representations considers the extent to which the concepts
are embodied, i.e., the way their conceptual
features are represented in sensory and motor brain areas in an
experience-dependent way. Similarly, the Motor Theory of Language suggests
considering phonetic gestures, made by the speaker to produce them as language
perception objects, reproduced in the brain as real invariant motor commands.
This longitudinal research analyzed the impact of a museum-based education on the memory and language process of
children aged 3-6 years, with the purpose of building links between the
evolutionary dimension and the didactic dimension. In a wider perspective,
these aspects assume great importance for educators that aim to train qualified
students, ethically informed and trained as world citizens, starting from
neuroscientific discoveries.
KEYWORDS
unstructured didactics, childhood, cognitive processes, body experience, educational neuroscience
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