Discussion Thread: Cognition
The embodied cognition perspective emphasizes the role of action in cognition. What is
the evidence for and against this model?
How can this perspective inform the design of new educational techniques and
technologies?
thread must be at least 500 words, demonstrate course-related knowledge, and include
at least 3 scholarly sources, not including the course text and/or Bible.
PSYC 575
Page 1 of 3
DISCUSSION GRADING RUBRIC
Criteria
Levels of Achievement
Content
70%
Advanced
Proficient
Developing
Not Present
Thread –
Content
31 to 33 points
The initial thread meets or
exceeds content requirements:
All key components of the
Discussion are answered in
the thread.
Major points are stated
clearly.
Major points are supported
by the following: - 3
citations of peer-reviewed
articles; - Good examples
(pertinent, conceptual, or
personal examples are
acceptable); - Thoughtful
analysis (considering
assumptions, analyzing
implications,
comparing/contrasting
concepts).
Sufficient word count
(minimum 500 words) is
met.
29 to 30 points
The initial thread meets most of
the content requirements:
All key components of the
Discussion question are
answered in the thread.
Major points are stated
clearly.
Major points are supported
by the following: - 3
citations of peer-reviewed
articles; - Good examples
(pertinent, conceptual, or
personal examples are
acceptable); - Thoughtful
analysis (considering
assumptions, analyzing
implications,
comparing/contrasting
concepts).
Sufficient word count
(minimum 500 words) is
met.
1 to 28 points
The initial thread meets some
of the content requirements:
All key components of
the Discussion question
are answered in the
thread.
Major points are stated
clearly.
Major points are
supported by the
following: - 3 citations
of peer-reviewed
articles; - Good
examples (pertinent,
conceptual, or personal
examples are
acceptable); - Thoughtful
analysis (considering
assumptions, analyzing
implications,
comparing/contrasting
concepts).
Sufficient word count
(minimum 500 words) is
met.
0 points
Not Present
PSYC 575
Page 2 of 3
Criteria
Levels of Achievement
Replies –
Content
9 points
Replies meet or exceed content
requirements:
Sufficient word count
(minimum 200 words for
each reply).
Major points are supported
by the following: Good
examples (pertinent,
conceptual, or personal
examples are acceptable);
Thoughtful analysis
(considering assumptions,
analyzing implications,
comparing/contrasting
concepts).
Appropriate "netiquette"
manners (For example, no
name calling or labeling
another student's idea a
derogatory term, such as
"stupid" or "dumb," even
when disagreeing-See
Student Expectations) are
used.
Brings clarity to issues being
discussed relating issues to
the textbook, journal articles,
and the Bible (per the
assignment).
8 points
Replies meet most of the
content requirements:
Sufficient word count
(minimum 200 words for
each reply).
Major points are supported
by the following: Good
examples (pertinent,
conceptual, or personal
examples are acceptable);
Thoughtful analysis
(considering assumptions,
analyzing implications,
comparing/contrasting
concepts).
Appropriate "netiquette"
manners (For example, no
name calling or labeling
another student's idea a
derogatory term, such as
"stupid" or "dumb," even
when disagreeing-See
Student Expectations) are
used.
Brings clarity to issues
being discussed relating
issues to the textbook,
journal articles, and the
Bible (per the assignment).
1 to 7 points
Replies meet some of the
content requirements:
Sufficient word count
(minimum 200 words for
each reply).
Major points are
supported by the
following: Good
examples (pertinent,
conceptual, or personal
examples are
acceptable); Thoughtful
analysis (considering
assumptions, analyzing
implications,
comparing/contrasting
concepts).
Appropriate "netiquette"
manners (For example,
no name calling or
labeling another student's
idea a derogatory term,
such as "stupid" or
"dumb," even when
disagreeing-See Student
Expectations) are used.
Brings clarity to issues
being discussed relating
issues to the textbook,
journal articles, and the
Bible (per the
assignment).
0 points
Not Present
PSYC 575
Page 3 of 3
Criteria
Levels of Achievement
Structure
30%
Advanced
Proficient
Developing
Not Present
Thread –
Structure
13 points
The initial thread meets or
exceeds the requirements:
Clear, logical flow to post.
Spelling and grammar are used.
Current APA format is used.
11 to 12 points
The initial thread meets most
of the requirements: Clear,
logical flow to post. Spelling
and grammar are used.
Current APA format is used.
1 to 10 points
The initial thread meets
some of the requirements:
Clear, logical flow to post.
Spelling and grammar are
used. Current APA format
is used.
0 points
Not Present
Replies –
Structure
5 points
Replies meet or exceed
structure requirements: Proper
spelling and grammar are used.
Current APA format is used.
4 points
Replies meet most of the
structure requirements:
Proper spelling and grammar
are used. Current APA format
is used.
1 to 3 points
Replies meet some of the
structure requirements:
Proper spelling and
grammar are used. Current
APA format is used.
0 points
Not Present
Total
Instructor's Comments:
1
The Embodied Cognition Theory
Name
Institution
Course
Instructor
Date
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The Embodied Cognition Theory
The embodied cognition model was designed to explain why people behave in a certain
way. This theory asserts that an individual’s behavior is determined by internal aspects within
that person. According to the theorists, other factors within the body, in addition to the brain are
involved in cognitive processing, either by physical constrictive roles or through significant
causal. Other theories related to the mind have peripherally viewed the body in their assertions,
both in trying to understand cognition and the nature of the mind (Goldinger et al., 2016).
However, this theory tries to correct these assumptions by involving the body as a critical
component in its determination. It is thus important to determine arguments for or against this
theory, and further depict how this philosophy can help inform the design of technologies and
educational techniques.
In support of this theory is the Verbal behavior theory designed by Chomsky. In his
philosophy, Chomsky agrees with the embodied cognition theory by asserting that the use and
learning of language require the application of innate linguistic capabilities to be fully explained
(Goldinger et al., 2016). Additionally, studies indicate that the mind and the body have a strong
bond. This is seen in most everyday activities. Take for instance when watching a football match.
When a touchdown is imminent, the crowd leans forward, an expression of hope. While
watching the match, information is gathered through the head and eye movement. Also, tools can
be used as limb extension in gathering this information which is then interpreted by the mind
(Yin et al., 2013). Furthermore, physical needs say the attention of an individual to related
objects. When hungry, the mind shifts to food-related thoughts. These cases are evidence in
support of the embodied cognition philosophy.
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However, the embowed cognition theory shows some deficiencies that have not been
addressed. This theory only gives solutions to specified tasks. General problems are not
addressed. Hence, to determine the impact of embodied cognition, these tasks have to be
specified. Furthermore, the resources used to solve the task are many and specific for that role.
The resources should be exhaustive. Furthermore, this theory does not answer how resource
assembling occurs and if the individual assembles this data. The presence of these gaps provides
a huge room for debate.
The embodied cognition theory is applicable in most human activities. The ability of this
theory to relate actions with various aspects of the human body gives an ample basis for
development. Technological applications, and especially robotics actively utilize this theory.
Most robots are designed based on the embodied cognition theory, giving them the ability to
showcase complex behavior (Goldinger et al., 2016). When creating these robots, the engineers
understand the roles the robots are supposed to perform. This is because these roles are based on
the human behavior of these engineers and other individuals.
Existing education models are mentalistic. This means that they do not recognize the
body as an integral component in learning (Osgood-Campbell, 2015). Learning can be improved
through using gestures. This is because using gestures is determined to enhance the information
being passed or convey new information. As a result, involving this as part of teacher training
can improve educational outcomes. Application of the embodies theory in both education and
ecology can help improve designs and educational outcomes. However, it is important to
perform more studies to address the existing gaps in this philosophy.
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References
Goldinger, S. D., Papesh, M. H., Barnhart, A. S., Hansen, W. A., & Hout, M. C. (2016). The
poverty of embodied cognition. Psychonomic Bulletin & Review, 23(4), 959–978.
https://doi.org/10.3758/s13423-015-0860-1
Osgood-Campbell, E. (2015). Investigating the Educational Implications of Embodied
Cognition: A Model Interdisciplinary Inquiry in Mind, Brain, and Education Curricula.
Mind, Brain, and Education, 9(1), 3–9. https://doi.org/10.1111/mbe.12063
Yin, R., Su, D., & Ye, H. (2013). Conceptual Metaphor Theory: Basing on Theories of
Embodied Cognition. Advances in Psychological Science, 21(2), 220–234.
https://doi.org/10.3724/sp.j.1042.2013.00220
