CR:PI Special Issue

ISSN: 2365-7464
(electronic version)

Published two times a year.
(May, Dec)

Special Issues

Coming Soon
Why Spatial is Special in Education, Learning, and Everyday Activities

Coming Soon
Deception Detection

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Embodied Cognition
and STEM Learning

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Individual Differences in
Face Perception and
Person Recognition

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Effects of Neuroscience Explanations

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Attention in Natural and Mediated Realities

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Medical Image Perception

Embodied Cognition and STEM Learning
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Co-organizers:
Nora Newcombe, Temple University
Steven Weisberg, University of Pennsylvania

Theorists in embodied cognition postulate that the brain must be understood to function in the context of its physical body and that, reciprocally, engaging the body alters the function of the brain. This idea has led to insights in basic cognitive science – such as the ubiquity of embodied metaphors, or how gesture facilitates spatial thinking. Embodied cognition has thus provided tools that may be effective for teaching and learning, especially in the STEM disciplines, which rely upon concepts that are both richly detailed descriptions of the physical world and quite abstract (e.g., the notion of a limit in mathematics). Embodied tools to cut to the core of such ideas might make STEM disciplines more accessible.

The purpose of this collection of papers is to explore how embodied cognition might be applied to augment STEM learning. Papers may be empirical studies on the effectiveness of embodied cognition for teaching specific STEM concepts; theoretical or tutorial reviews of papers within a certain domain of STEM disciplines, e.g., astronomy, or of embodied cognition, e.g., hands-on-learning; or theoretical papers on why embodied cognition might be effective for STEM learning.

Cognitive Research: Principles and Implications is the Open Access journal of the Psychonomic Society. CR:PI publishes new empirical and theoretical work covering all areas of Cognition, with a special emphasis on use-inspired basic research: fundamental research that grows from hypotheses about real-world problems. We expect that authors will be able to explain in a Significance section how their basic research serves to advance our understanding of the cognitive aspects of a problem with real-world applications. As with all Psychonomic Society journals, submissions to CRPI are subject to rigorous peer review.

The deadline for manuscripts was August 1, 2016.

^{(Open Access Journal)}