Embodied Effect Of Learning And Its Influencing Factors:A FNIRS Study

Over the years,the occurrence of cognitive processes and the improvement of learning efficiency have been the continuous concern of pedagogy and psychology.This article is based on the theoretical background of the transition from mind-body dualism to mind-body monism.The dualism of mind and body shows a strong atmosphere of indifference and depreciation of the body.The teaching activities formed under this concept only exist in the brain.The emergence of embodied cognition is to combine the possibilities of various interpretations to reject the information processing mechanism that uses cognitive metaphor as a centralization...overturn the dogma that describes the mind as "calculation" or "representation"(Calvo & Gomila,2008).Embodied cognition has become a favorite experimental subject of psychologists in recent years(Borghi & Cimatti,2010;Zacharia,Loizou,& Papaevripidou,2012).Under the theory of embodied cognition,mind and learning are shaped by the activities of the body acting on the environment,and learning activities have become "body and mind unity".The article first reviews the current status of embodied cognition related research at home and abroad.After summarizing the research of embodied cognition theory around the body view and simulation perspective,lays a theoretical foundation for this article through the summary of embodied cognition related research.Secondly,the article reviews the research status of embodied learning,and summarizes the definition,research outline,theoretical conflicts,and domestic and foreign differences of embodied learning.According to the summary of embodied learning,two experiments are set up around the research conflicts related to the two important theoretical foundations of the body view and the simulation perspective.It is hoped that it can provide references for existing theories and research conflicts.Research 1: Verifying the embodied effect of learning which belongs to the category of body view.That is to explore how this effect works when the subject of the action is the learner.To examine the differences in word learning accuracy between Metaphor-congruent,Metaphorincongruent,neutral action,and no-action conditions.At the same time,functional nearinfrared spectroscopy(f NIRS)was used to measure the difference in cerebral cortex activation under different conditions.The results showed that:(1)The correct rate of vocabulary recall was the highest under the condition of Metaphor-congruent,followed by the neutral action group,and the lowest under the condition of Metaphor-incongruent;(2)Primary Somatosensory cortex and Pre-Motor and Supplementary Motor cortex,Dorsolateral Prefrontal cortex are the important mechanism for embodied learning effects.Positive activation of the Primary Somatosensory cortex and Pre-Motor and Supplementary Motor cortex,Dorsolateral Prefrontal cortex may promote vocabulary learning,while negative activation may be the reason for inhibiting learning;(3)There is a positive correlation between the Pre-Motor and Supplementary Motor cortex,Dorsolateral Prefrontal cortex with the correct rate of vocabulary recall,that is,the higher activation degree of the cerebral cortex,the higher correct rate of vocabulary learning.Research 2: Verification of the embodied simulation effect of learning which belongs to the category of simulation perspective.Explore how this effect works when the subject of the action is a non-learner.To investigate the difference in word learning accuracy between watching Metaphor-congruent,Metaphor-incongruent,and neutral action video conditions,and use functional near-infrared spectroscopy(f NIRS)to measure the difference in cerebral cortex activation under different conditions.The results showed that:(1)The correct rate was the highest under the condition of Metaphor-congruent,followed by the Metaphor-incongruent group,the neutral action group had the lowest correct rate,and the inhibitory effect of the action meaning disappeared;(2)The Dorsolateral prefrontal cortex and Frontopolar area were the main brain mechanisms in the process of vocabulary learning by observing hand movements,but the same results as previous studies have not been obtained,that is,the activation of mirror neurons to complete the simulation learning;(3)There is no significant correlation between the degree of cerebral cortex activation and the correct rate,also,the overall activation level is reduced.It may indicate that the learner is the subject of action execution,which may be more conducive to the exertion of the learning embodied effect.Learning embodied is a learning model based on the "strong embodiment" perspective.The data of the two studies were tested in pairs,and the results showed that:(1)There are significant differences in the accuracy of the two studies,which is mainly manifested in the increase in the accuracy of Metaphor-incongruent and the decrease in the accuracy of the neutral action group.(2)There are significant differences in the degree of activation of the Supramarginal gyrus(part of the Wernicke’s area),Dorsolateral prefrontal cortex,Primary and Auditory Association Cortex,Pre-Motor and Supplementary Motor Cortex,Frontopolar area,etc.,that in different studies but under the same conditions.This may be the reason behind the change in the participant’s correct rate after the action subject changes.In summary,the difference between the results obtained by the two research institutes may be due to the different methods of information processing,specifically,the multi-modal information processing method is better.Secondly,the subject of action execution is an influencing factor of the embodied effect of learning,and the effect plays a more significant role when the learner is the subject of action execution.The embodied effect of learning proposed in this research has practical effects,and the teaching model based on embodied cognition is reasonable and feasible.However,this study still has limitations in equipment conditions and ease of use,which need to be improved.