Barsalou, L. W. (2010). Grounded Cognition: Past, Present, and Future. Topics in Cognitive Science, 2(November).
Critchley, H. D., & Nagai, Y. (2012). How Emotions Are Shaped by Bodily States. Emotion Review, 4(2), 163–168. doi:10.1177/1754073911430132
Dijk, J. V. (2009). Cognition is not what it used to be: Reconsidering usability from an embodied embedded cognition perspective. Environments, 5(May), 29-46.
Lynott, D., & Connell, L. (2010). Embodied Conceptual Combination. Frontiers in Psychology, 1(November), 1-14.
Harrison, N. A., Gray, M. A., Gianaros, P. J., & Critchley, H. D. (2010). The embodiment of emotional feelings in the brain. Journal of Neuroscience, 30(38), 12878-12884.
Dourish, P. (2001). Where the Action Is: The Foundations of Embodied Interaction. Leonardo (Vol. 36, p. 233). MIT Press.
Kranjec, A., & Chatterjee, A. (2010). Are temporal concepts embodied? A challenge for cognitive neuroscience. Frontiers in psychology, 1(December), 240.
Poliakoff, E. (2010). Introduction to special issue on body representation: feeling, seeing, moving and observing. Experimental brain research, 204(3), 289-93.
Ziemke, T., & Lowe, R. (2009). On the Role of Emotion in Embodied Cognitive Architectures: From Organisms to Robots. Cognitive Computation, 1(1), 104-117.
Cognition and behavior
From link.springer.com - January 24 Ken Aizawa Synthese January 2015 http://dx.doi.org/10.1007/s11229-014-0645-5 ; An important question in the debate over embodied, enactive, and extended cognition has been what has been meant by “cognition”. What is this cognition that is supposed to be embodied, enactive, or extended? Rather than undertake a frontal assault on this question, however, this paper will take a different approach. In particular, we may ask how cognition is supposed to be related to behavior. First, we could ask whether cognition is supposed to be (a type of) behavior. Second, we could ask whether we should attempt to understand cognitive processes in terms of antecedently understood cognitive behaviors. This paper will survey some of the answers that have been (implicitly or explicitly) given in the embodied, enactive, and extended cognition literature, then suggest reasons to believe that we should answer both questions in the negative. |
|
- Home
- Overview
-
Understanding Hate
- Introduction
- What is Hate? >
-
The Roots of Hate
>
- Early Imprints >
- What Are We Doing To Our Children? >
- Effects of Trauma and Abuse >
- Causes and Effects of Bullying
- Trauma, bigotry, violence linked
- Authoritarian Upbringings >
- Absolutism and Insularity >
- Papers: Early Roots of Prejudice
- Impaired Cognition >
- The Violent Brain >
- Roots of Violence and Cruelty >
- Ghosts of the Past >
-
How Hate Manifests
>
- Hate in the News >
-
Group Influence
>
- Social Defenses >
- Fanning the Flames >
-
How We Fool Ourselves
>
-
Brain and Belief
>
- Search for Certainty >
- Index: All Biases, Distortions and Influences
-
Overcoming Hate
- Overview of Topics
- Introduction
-
Prevention
>
- Education >
-
Intervention
>
- Social Support and Inclusion >
- Helping Children in Dire Conditions >
- Preventing Violence and Bullying >
- Standing Up To Prejudice, Racism, and Bigotry >
- Training Our Protectors >
- Healing the Hurt >
- Educating Our Leaders >
- Resolving Conflict >
- Israel-Palestine >
- Promoting Dignity >
- Healing the Ghosts of the Past >
- Restorative Justice >
- Confronting Mass Atrocities >
- Social Advances >
- More Solutions >
-
Resources
- Tools