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010   $a3-319-56056-5
024 7 $a10.1007/978-3-319-56056-4
035   $a(CKB)3710000001176222
035   $a(DE-He213)978-3-319-56056-4
035   $a(MiAaPQ)EBC4840978
035   $a(EXLCZ)993710000001176222
100   $a20170412d2017      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aDerived Embodiment in Abstract Language /$fby Theresa Schilhab
205   $a1st ed. 2017.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2017.
215   $a1 online resource (XI, 242 p. 4 illus.) 
311   $a3-319-56055-7 
320   $aIncludes bibliographical references.
327   $aPreface -- 1. Introduction to the book -- 2. Interactional expertise -- 3. Grounded cognition -- 4. Concrete and ?abstract? knowledge -- 5. Derived embodiment and interactional expertise -- 6. Mental applications -- 7. Educational implications -- 8. Issues to consider -- References.
330   $aHow does knowledge of phenomena and events we have no direct experiences of emerge? Having a brain that learns from being in the world, how can we conceive of prehistoric dinosaurs, Atlantis, unicorns or even ?desire?? This book is about how abstract knowledge becomes anchored in direct experiences through well-formed conversations. Within the framework of evolutionary biology and through the lens of contemporary studies in cognitive science, the neurosciences, sociology and anthropology, this book traces topics such as our inborn sensitivity to the environment, bottom-up and top-down processes in knowledge formation and the importance of language when we learn to categorise the world. A major objective of this monograph is to identify the key determinants of the specific interactivity mechanisms that control the cognitive processes while we are linguistically immersed. The emphasis is on real-life interactions in conversations. While the concrete word-object paradigm depends relatively more on direct experiences, the successful acquisition of abstract knowledge depends on the emphatic skills of the interlocutor. He or she must remain sensitive to the level and quality of the imagination of the child while making mental tableaus that are believed to elicit images to which the child associates the concept. Derived embodiment in abstract thought is a landmark synthesis that operationalizes contemporary neuroscience studies of acquisition of knowledge in the real life conversational context. The result is an exciting biology-based contribution to theories of knowledge acquisition and thinking in sociology, cognitive robotics, anthropology and not at least, pedagogy. .
606   $aSemiotics
606   $aEducation?Philosophy
606   $aDevelopmental psychology
606   $aEvolution (Biology)
606   $aSemiotics$3https://scigraph.springernature.com/ontologies/product-market-codes/N53000
606   $aEducational Philosophy$3https://scigraph.springernature.com/ontologies/product-market-codes/O38000
606   $aDevelopmental Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y20010
606   $aEvolutionary Biology$3https://scigraph.springernature.com/ontologies/product-market-codes/L21001
615  0$aSemiotics.
615  0$aEducation?Philosophy.
615  0$aDevelopmental psychology.
615  0$aEvolution (Biology)
615 14$aSemiotics.
615 24$aEducational Philosophy.
615 24$aDevelopmental Psychology.
615 24$aEvolutionary Biology.
676   $a401.4
700   $aSchilhab$b Theresa$4aut$4http://id.loc.gov/vocabulary/relators/aut$0612524
906   $aBOOK
912   $a9910252694903321
996   $aDerived Embodiment in Abstract Language$92545715
997   $aUNINA