Entangled Cognition: Exploring the Links Between Mind, Body, and Environment in the Era of AIeD
Liwei Hsu （ Graduate Institute of Hospitality Management, National Kaohsiung University of Hospitality and Tourism, Kaohsiung City, Taiwan, China. ）
Abstract
This article analyzes embodied and entangled cognition models, which assert that cognitive processes are rooted in the body and influenced by environmental factors, including artificial intelligence (AI). These models challenge the traditional notion of cognition as solely mental, arguing that thought, emotion, and action arise from bodily interactions and environmental connections. The article examines the implications of these views, urging a reevaluation of cognitive models to reflect the interplay between mind, body, and environment. It discusses how embodied cognition draws from phenomenology, neuroscience, and psychology to show how sensorimotor experiences affect cognitive function. Entangled cognition proposes that cognition is shared across social and material contexts, calling for novel approaches to collective cognition studies. Furthermore, the article addresses the practical implications of these models. Embodied and entangled cognition in education offer frameworks for creating engaging learning environments that promote physical interaction and collaboration. Regarding AI, these concepts guide the design of systems that can adapt to human contexts by simulating embodied experiences. Lastly, the article suggests future research directions, emphasizing interdisciplinary studies that connect theory to practice, ultimately fostering a comprehensive understanding of cognition as embodied and interconnected.
Keywords
Artificial intelligence in education (AIeD); Embodied cognition; Entangled cognitionFull Text
PDFReferences
[2]Aguayo, C., Videla-Reyes, R., & Veloz, T. (2023). Entangled cognition in immersive learning experience. Adaptive Behavior, 31(5), 497-515.
[3]Aitken, B., & MacMahon, C. (2019). Shared demands between cognitive and physical tasks may drive negative effects of fatigue: A focused review. Frontiers in Sports and Active Living, 1, 45. https://doi.org/10.3389/fspor.2019.00045
[4]Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59(1), 617–645.
[5]Barsalou, L. W. (2015). Situated conceptualization: Theory and applications. In Perceptual and emotional embodiment (pp. 19–45). Routledge.
[6]Beilock, S. L., & Holt, L. E. (2007). Embodied preference judgments: Can likeability be driven by the motor system?. Psychological Science, 18(1), 51-57.
[7]Chen, C., Mochizuki, Y., & Clemente, F. M. (2024). Advances in the understanding of the affective and cognitive effects of physical activity, exercise, and sports. Frontiers in Psychology, 15, 1383947. https://doi.org/10.3389/fpsyg.2024.1383947
[8]Clark, A. (2011). Supersizing the mind: Embodiment, action, and cognitive extension. Oxford, UK: Oxford University Press.
[9]Damasio, A. (1999). The feeling of what happens: Body and emotion in the making of consciousness. Harcourt Brace.
[10]Dove, G. O. (2023). Rethinking the role of language in embodied cognition. Philosophical Transactions of the Royal Society B, 378(1870), 20210375.
[11]Fuchs, T., & Koch, S. C. (2014). Embodied affectivity: On moving and being moved. Frontiers in Psychology, 5, 508.
[12]Gallagher, S. (2006). How the body shapes the mind. Clarendon Press.
[13]Gallese, V., & Lakoff, G. (2005). The brain's concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22(3-4), 455-479.
[14]Glenberg, A. M., Witt, J. K., & Metcalfe, J. (2013). From the revolution to embodiment: 25 years of cognitive psychology. Perspectives on Psychological Science, 8(5), 573-585.
[15]Huang, J., Chen, Y., Wang, J., & Xing, D. (2024). Exploring memorable tourism experiences of senior tourists: An embodied cognitive perspective. Journal of Vacation Marketing, 30(3), 361-375.
[16]Jacob, M., Ford, J., & Deacon, T. (2023). Cognition is entangled with metabolism: relevance for resting-state EEG-fMRI—Frontiers in Human Neuroscience, 17, 976036.
[17]Kekäläinen, T., Luchetti, M., Terracciano, A., Gamaldo, A. A., Mogle, J., Lovett, H. H., ... & Sutin, A. R. (2023). Physical activity and cognitive function: moment-to-moment and day-to-day associations. International Journal of Behavioral Nutrition and Physical Activity, 20(1), 137. https://doi.org/10.1186/s12966-023-01536-9
[18]Silverstein, J., & Miller, M. (2015). The embodied brain: Towards a radical embodied cognitive neuroscience. Frontiers in Human Neuroscience, 9, 237. https://doi.org/10.3390/brainsci14050460
[19]Pessoa, L. (2023). The entangled brain. Journal of Cognitive Neuroscience, 35(3), 349–360.
[20]Pfeifer, R., & Bongard, J. (2006). How the body shapes our thinking: A new view of intelligence. Cambridge, MA: MIT Press.
[21]Schuman, L. A. (1987). Plans and situated actions: The problem of human-machine communication. New York: Cambridge University Press.
[22]Shapiro, L. A. (2012). Embodied Cognition, in Eric Margolis, Richard Samuels, and Stephen P. Stich (eds), The Oxford Handbook of Philosophy of Cognitive Science, Oxford Handbook, https://doi.org/10.1093/oxfordhb/9780195309799.013.0006
[23]Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its implications for education. Theory and Research in Education, 17(1), 19-39.
[24]Sullivan, J. V. (2018). Learning and embodied cognition: A review and proposal. Psychology Learning & Teaching, 17(2), 128–143.
[25]Tanton, T. (2023). Embodied Cognition: Literature, History, and Concepts', Corporeal Theology: Accommodating Theological Understanding to Embodied Thinkers, Oxford, UK: Oxford University Press. https://doi.org/10.1093/oso/9780192884589.003.0003
[26]Tran, C., Smith, B., & Buschkuehl, M. (2017). Support of mathematical thinking through embodied cognition: Nondigital and digital approaches. Cognitive Research: Principles and Implications, 2, 1-18. https://doi.org/10.1186/s41235-017-0053-8
[27]Varela, F. J., Thompson, E., & Rosch, E. (2017). The embodied mind, revised edition: Cognitive science and human experience. Cambridge, MA: MIT Press.
[28]Whisler, L., Makos, M., & Anderson, R. (2019). Engendering learning: Experiences of peer educators trained as entangled learners. Journal of College Reading and Learning, 49(1), 19-34.
[29]Wilson, A. D., & Golonka, S. (2013). Embodied cognition is not what you think it is. Frontiers in Psychology, 4, 58.
[30]Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636.
[31]Zhang, Y. (2024). Advances in Social Cognitive and Affective Neuroscience: Ten Highly Cited Articles Published in Brain Sciences in 2022–2023. Brain Sciences, 14(5), 460. https://doi.org/10.3390/brainsci14050460
[32]Zhang, R., Liu, S., & Mousavi, S. M. (2024). Cognitive Dysfunction and Exercise: From Epigenetic to Genetic Molecular Mechanisms. Molecular Neurobiology, 61, 6279-6299. https://doi.org/10.1007/s12035-024-03970-7
Copyright © 2024 Liwei Hsu
Publishing time:2024-09-06
This work is licensed under a Creative Commons Attribution 4.0 International License
Email
Location