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EMBODIMENT FOR EDUCATION - Coggle Diagram

- - - - Andreas et a. demonstrates it with TMS and MEP associated with hand controlled by brain area stimulated
        
        MEP increased for hand, not other bodily part
        
        Effect valid ony with subvocalic articulation
    - - Sato et al. demostrates it with TMS and parity judgment task
        
        Right Hand MEPs affected by parity task for small numbers
      - Lindemann et al. demonstrates it without TMS and parity judgment task
        
        Parity judgment faster for large numbers using power grip
        
        Parity judgment faster for smaller numbers using precision grip
  - - - Teaching with gesture determines more mantaining learning gain than verbal statement
  - - - Presenting an operation in arabic numbers or words (different size and familiarity) is related to time taken to solve the problem
        
        Perceptual formato affect calculation processes
- - - - 1) Indexing
        
        Activation of perceptual symbols
      - 2) Deriving affordance from indexed objects
      - 3) Meshing addordances in the syntax
        
        Considering biological constraints on action
      - Why children have difficulties in reading? Not index written symbols in grouded representations!
        
        In learning oral language, the grounding is immediate thanks to joint attention
        
        At the beginning children reads to words not in a correct way, so they don't activate the oral perceptual symbols
        
        The problem of grounding is identical in understanding unfamiliar domains like science or math
        
        In reading, rarely words are illustrated
  - - - Physical manipulation (PM)
        
        Manipulate toys after reading sentence
        
        Gains in recall and comprehension
        
        Also in small groups where the children manipulate one at time
        
        Also where children observe (mirror neurons)
      - Imagined manipulation (IM)
        
        Describe what they imagine with limitations
        
        Not simply repeat information in the sentence
        
        No describe mental image without action
        
        Not simple a static situation
        
        Provide details about action
        
        Youngest Children 1 week after PM / Third-grade Children 2 week after PM (but also without)
        
        HOW DOES IT WORK?
        
        Such as PM
        
        Indexing (verbal representation to visual/motoric)
        
        Force reader to consider how all of the parts of the sentence fit together
        
        Not simply forming visual images
        
        Instructions clear
        
        Engaging of motor system
        
        Creation of dynamic images that capture grammatical relations
        
        Teaching Im means teaching a skill
    - - Uttal et al. considers not real positive effects of concrete manipulatives, but it's not true
        
        Children taught mathematics using manipulatives have difficult time trasnferring that knowledge to written forms of representations
        
        In our case manipulatives and written information are combined
        
        Children have difficult time in dissociating the concrete us of an objects from symbolic use
        
        In our case, manipulatives are not treated as symbols
        
        Using of manipulatives only investigates in math, not reading
    - - Many classroom already use manipulatives in teaching
        
        Importance the type of manipulative (ex. story-relevant or abstract)
        
        Different manipulatives can determine different effects on learning
        
        Math no reading)
      - PM AND IM WITH ENGLISH LANGUAGE LEARNING CHILDREN
        
        Marley et al. demonstrate benefits of PM in listening comprehension for learning-disabled respect the Reread
        
        Importance of PM also for ensuring effectiveness of IM
        
        PM AND IM AND VOCABULARY ACQUISITION
        
        Introducing new pseudo-words in the training, we demonstrate that PM and IM don't interfere with vocabulary acquisition but benefit it
        
        Better comprehension, better retention and better use in novel sentence
- - - - Importance in grounding information
      - Importance in using prior knowledge
        
        are provided by PM
      - Different experimental conditions (read and manipulate - listen and manipulate)
        
        Results meansured with different types of assessments
        
        How well students design the experiment?
        
        What extent did children invoke CVS?
        
        How accurately did the other children in the group evaluate the experiment?
        
        What demonstrates?
        
        PM benefit from exposition and applying abstract knowledge
        
        Grounding written words is not automatic
        
        Strong transfer of knowledge thanks to PM