Cover not available
Introduction published In:
Applying Embodied Cognition and Cognitive Linguistics to language teaching
Edited by Paolo Della Putta and Ferran Suñer
[Review of Cognitive Linguistics 21:1] 2023
► pp. 1–8
Special issue articles

Using the body to activate the brain

Research trends and issues

 | University of Turin
 | Université Catholique de Louvain (UCLouvain)
Article outline
  • Embodied cognition and educational research
  • Where Cognitive Linguistics meets Embodied Cognition
  • The present special section
  • References


This article is available free of charge.

Published online: 31 January 2023
DOI logo
https://doi.org/10.1075/rcl.00124.del
References (30)
References
Atkinson, D. (2012). Cognitivism, adaptive intelligence and second language acquisition. Applied Linguistics Review, 3 1, 211–232. DOI logoGoogle Scholar
Asher, J. (1977). Learning another language through actions: The complete teacher’s guidebook. California: Sky Oaks Productions.Google Scholar
Aziz-Zadeh, L., & Damasio, A. (2008). Embodied semantics for actions: Findings from functional brain imaging. Journal of Physiology, 102 1, 35–39. DOI logoGoogle Scholar
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59 1, 617–645. DOI logoGoogle Scholar
Barsalou, W. (1999). Perceptual symbol system. Behavioural and Brain Science, 22 1, 577–660. DOI logoGoogle Scholar
Ceciliani, A. (2021). Maria Montessori and embodied education: Current proposal in preschool education. Journal of Theories and Research in Education, 16 (2), 149–163.Google Scholar
Damasio, A. R. (1994). Descartes’ error and the future of human life. Scientific American, 271 (4), 144–144. DOI logoGoogle Scholar
De Knop, S. (2020). From construction grammar to embodied cnstruction practice. Constructions and Frames, 12 (1), 121–148. DOI logoGoogle Scholar
Della Putta, P. (2018). Embodied semantics and the mirror neurons: Past research and some proposals for the future. In A. Baicchi, R. Digonnet & J. Sandford (Eds.), Sensory perceptions in language, embodiment and epistemology (pp. 21–43). Berlin: Springer. DOI logoGoogle Scholar
Farina, M. (2021). Embodied cognition: dimensions, domains and applications. Adaptive Behaviour, 29 1, 73–88. DOI logoGoogle Scholar
Fodor, J. (1975). The language of thought. Harvester Press, Sussex.Google Scholar
Gallagher, S., & Lindgren, R. (2015). Enactive metaphors: Learning through full-body engagement. Educational Psychology Review, 27 (3), 391–404. DOI logoGoogle Scholar
Gallese, V. (2008). Empathy, embodied simulation and the brain: Commentary on Aragno and Zepf/Hartmann. Journal of the American Psychoanalytic Association, 56(3), 769–781. DOI logoGoogle Scholar
Gallese, V., & Lakoff, G. (2005). The brain’s concepts: the role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22 1, 455–479. DOI logoGoogle Scholar
Goldberg, A. (2006). Constructions at work: The nature of generalization in language. Oxford: Oxford University Press.Google Scholar
Jacob, P. (2013). Embodied cognition, communication and the language faculty. In Y. Coello & A. Bartolo (Eds.), Language and action in cognitive neuroscience (pp. 3–29). London: Psychology Press.Google Scholar
Kemmerer, D. (2014). Visual and motor features of action verbs: A cognitive neuroscience perspective. In R. G. de Almeida & C. Manouilidou (Eds.), Cognitive science perspectives on verb representation and processing (pp. 189–209). New York: Springer.Google Scholar
Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to Western thought. New York: Basic Books.Google Scholar
Langacker, R. (1988). An overview of cognitive grammar. In B. Rudzka-ostyn (Ed.), Topics in Cognitive Linguistics (pp. 3–47). Amsterdam & Philadelphia: John Benjamins. DOI logoGoogle Scholar
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: OUP.Google Scholar
Lier, L. van. (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia Social and Behavioral Sciences, 3 1, 2–6. DOI logoGoogle Scholar
Mazzuccato, A., & Argiuolo, A. (2021). Enhancing students’ cultural competences through embodied knowing. In Procedings of the first workshop on technology enhanced learning environments for blended education (teleXbe2021), January 21–22, 2021, Foggia, Italy. CEUR Workshop Proceedings.Google Scholar
Pulvermüller, F. (2008). Grounding language in the brain. In M. de Vega, A. Graesser & A. Glenberg (Eds.), Symbols and embodiment: Debates on meaning and cognition (pp. 85–116). Oxford: Oxford University Press. DOI logoGoogle Scholar
Rathunde, K. (2009). Nature and Embodied Education. The Journal of Developmental Processes, 4 1, 70–80.Google Scholar
Roche, J., & Suñer, F. (2016). Metaphors and grammar teaching. Yearbook of the German Cognitive Linguistics Association, 4 (1), 89–112. DOI logoGoogle Scholar
Ruiz de Mendoza, F. J., & Agustín, P. (2016). Cognitive Pedagogical Grammar and meaning construction in L2. In S. de Knop, & G. Gilquin (Eds.), Applied Construction Grammar (pp. 151–183). Berlin & New York: Mouton de Gruyter. DOI logoGoogle Scholar
Skulmowski, A., & Rey, G. D. (2018). Embodied learning: introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3 (1), 6. DOI logoGoogle Scholar
Suñer, F., & Roche, J. (2021). Embodiment in concept-based L2 grammar teaching: The case of German light verb constructions. International Review of Applied Linguistics in Language Teaching, 59 1, 421–447. DOI logoGoogle Scholar
Talmy, L. (2000). Toward a Cognitive Semantics. Cambridge: MIT Press.Google Scholar
Wirag, A., Li, Y., & Zhang, B. (2022). Applying Cognitive Linguistics to foreign language teaching and learning: Addressing current research challenges. Cognitive Linguistic Studies, 9 (2). DOI logoGoogle Scholar