Skolan ska eftersträva att alla elever erfar daglig fysisk aktivitet under hela skoldagen, vilket ställer krav på samtliga lärare inom skolans verksamhet. Syftet med studien är därför att bidra med kunskap om vilka olika arbetssätt och uppfattningar lärare har om rörelseintegrerad undervisning i engelskämnet, samt vilka resultat de uppfattar sig uppnå med metoden. Detta avser jag uppfylla genom att intervjua fem lärare i årskurs 4–6. Följande frågeställningar har använts:  - Hur och med vilka argument beskriver lärare att de använder rörelse i kombination med språkinlärning i engelska? - På vilka sätt bidrar rörelseintegrerad engelskundervisning till elevers lärande enligt lärare? - Vilka möjligheter respektive hinder erfar lärare med att integrera rörelse i engelskundervisningen?  Föreliggande studie tar utgångspunkt i ramfaktorteorin samt kognitivismen och idén om förkroppsligat lärande. Studien genomfördes genom semistrukturerade intervjuer med fem lärare i årskurs 4–6. Resultatet visar att lärare implementerar rörelse i engelskundervisningen genom arbetssätten drama, TPR, rörelselekar och rörelsesånger, i syfte att utveckla elevers vokabulär, hörförståelse och kommunikation i tal. Enligt lärarnas uppfattningar hjälper dessa rörelseintegrerade arbetssätt elever att befästa ord och begrepp samt förstå en kontext, på grund av kopplingen mellan rörelsen och det språkliga innehållet. Möjligheterna som lärarna ser med att integrera rörelse är att det skapar delaktighet och variation i engelskundervisningen. Hinder som lärarna uppfattar är att externa faktorer, såsom små lokaler, kan påverka hur den rörelseintegrerade undervisningen gestaltar sig. / The school should strive towards all students encountering daily physical activity throughout the school day, which puts demand on the entirety of teachers within the school’s operation. The purpose of the study is therefore to contribute with knowledge about what different working methods and perceptions teachers have about movement-based teaching in the English subject, along with what results they perceive to achieve with the method. I intend to fulfill this by interviewing five teachers in grades 4-6. The following questions have been used:  - How and with what arguments do the teachers describe their use of movement in combination with language learning in English? - In what ways does movement-based English teaching contribute to students’ learning according to teachers? - What opportunities and/or obstacles do the teachers experience when integrating movement in their English teaching?  The present study stems from the frame factor theory, along with the cognitive theory and the idea of embodied learning. The study was carried out through semi-structured interviews with five teachers in grades 4-6. The result shows that the teachers implement movement in their English teaching through drama, TPR, movement games and movement songs with the purpose to develop students’ vocabulary, listening comprehension and communication through speech. According to the teachers’ perceptions this movement-based way of teaching helps students consolidate words and expressions, and it also helps them understand a context, due to the connection between the movement and linguistic content. The opportunities that the teachers see with integrating movement is that it encourages participation and creates variety in the English teaching. Obstacles that the teachers experience are that external factors, such as small premises, can affect how the movement-based teaching takes shape.

Le « problème difficile » de la conscience est un des problèmes centraux de la philosophie de l’esprit. Faisant écho au problème corps-esprit de Descartes, le problème difficile met en évidence les difficultés épistémologiques et ontologiques de la thèse physicaliste qui cherche à réduire l’expérience subjective à un caractère physique et fonctionnel. Ce mémoire propose une réponse potentielle au problème difficile de la conscience selon l’approche énactive, plus précisément selon une variante de l’approche énactive que nous appelons parfois l’énactivisme autopoïétique. L’énactivisme autopoïétique se présente comme une approche alternative aux tendances dominantes en sciences cognitives dites « limitées au cerveau. » Contrairement au courant cognitiviste, l’énactivisme autopoïétique propose une conception de l'esprit centrée sur l'activité incarnée de l'organisme. Au coeur de cette conception de l’esprit incarné se trouve le concept d’autopoïèse, une théorie de la vie organique et de l’autonomie biologique définie selon l'activité de donation de sens des organismes vivants. Ce concept est au centre de la solution au problème difficile de l'énactivisme autopoïétique, car il révèle les profondes similitudes entre la vie et l'esprit. / The “hard problem” of consciousness is one of the central problems of philosophy of the mind. Echoing Descartes’s mind-body problem, the hard problem highlights the epistemological and ontological difficulties of physicalism in its attempt to reduce subjective experience to a physical and functional character. This thesis proposes a potential answer to the hard problem of consciousness by the enactive approach, more specifically a variant of the enactive approach that we sometimes call autopoietic enactivism. Autopoietic enactivism presents itself as an alternative approach to “brain-bound” approaches in cognitive science. In contrast to the cognitivist trend, autopoietic enactivism presents a conception of the mind centred around the embodied activity of an organism. At the heart of this embodied conception of the mind lies the concept of autopoiesis, a theory of organic life and biological autonomy defined by the sense-making activity of living organisms. This concept is central to autopoietic enactivism’s solution to the hard problem, as it reveals the deep similarities between both life and mind.

Introduction Research in the field of embodied cognition is occupied with a variety of research questions stemming from the idea that cognition is deeply connected with bodily aspects such as perception and action (Barsalou, 1999, 2008). However, some embodiment studies have been identified to exhibit problems such as non-replicable results (Lakens, 2014). With this article, we wish to accomplish three aims: exemplifying ways of categorizing embodied cognition research in an informative manner; providing guidelines on how to identify problematic study designs; suggesting solutions for potentially problematic designs. Within the field of embodied cognition, several aspects are investigated as outlined by Wilson (2002). One example for embodiment mentioned by Wilson (2002) is gesturing (for an overview on gesturing, see Hostetter and Alibali, 2008). Embodied cognition theory can be used to analyze the relation between gestures and mental processes (e.g., Hostetter and Alibali, 2008). Furthermore, there is a debate around the question whether language and meaning are grounded in perceptual contents experienced through the body (e.g., Borghi et al., 2004; for an overview on grounded cognition, see Barsalou, 2010). Besides research on cognition, principles of embodied cognition have been applied to fields such as social psychology (see Meier et al., 2012, for an overview) and educational psychology (see Paas and Sweller, 2012, for an overview). For instance, research on embodiment in the context of social cognition has provided evidence for the claim that bodily sensations such as weight can alter judgments on importance (e.g., Ackerman et al., 2010). In educational psychology, one application of embodiment theory is the design of interactive learning environments (e.g., Johnson-Glenberg et al., 2014). In response to the current replication crisis in psychology (for discussions, see Pashler and Wagenmakers, 2012; Maxwell et al., 2015), several solutions have been proposed to improve the quality of psychological research (e.g., Chambers, 2013; Simons, 2014; LeBel, 2015; for overviews, see Ferguson, 2015; Zwaan et al., 2017). Benjamin et al. (2018) argue for a change of the standard 0.05 alpha level and instead support to lower the default alpha value for novel findings in the field of psychology to 0.005. Importantly, the sample size and power of studies have been described as pivotal contributors to replicable results (Fraley and Vazire, 2014). Multiple types of embodied cognition research are facing the problem of delivering non-replicable results as discussed in the literature (e.g., Rabelo et al., 2015). Perugini et al. (2014) present a method for the calculation of sample sizes for replication studies and confirmatory research that takes into account that observed effect sizes may be inaccurate estimates. They suggest to conduct sample size calculations using an effect size that is based on the lower bounds of the confidence interval computed for an observed effect size (Perugini et al., 2014). Another method is presented by Simonsohn (2015), who makes the argument that sample size calculations for replication studies should not merely use the effect sizes reported in the original research that is to be replicated. He explains that by increasing the sample size by the factor of 2.5, a replication study can be used to assess whether an effect is too small to have been appropriately captured in the original study (Simonsohn, 2015). This method has already been used in a recent replication study on embodied cognition effects (Ronay et al., 2017). We suggest to use one of the aforementioned methods of sample size calculation for studies involving embodiment-based manipulation types that are known for potential problems. In the following, we will present three important aspects that can be used to check whether an embodied cognition study design will need amendments such as an increased sample size.

Embodied approaches to cognition consider themselves as alternatives to a brain-bound view of cognition. They decisively emphasize that the brain is not the minimal basis for cognition, but that the body plays a crucial role as well. But what do we actually mean by “the body” and to what extent is it a necessary condition for cognition? Is bodily action equated with movement? Is the human body just a biological phenomenon? How is it related to the human self and sociality? This thesis explores these questions by confronting embodied cognitive science with Locked-in Syndrome (LIS), a case of global paralysis, which despite the lack of voluntarily bodily action seems to leave the patient cognitively intact. I suggest that LIS poses a challenge to embodied cognitive science putting into question our basic assumptions on what it means to be a human cognitive system. A body without movement and a self whose connection to the social sphere is radically impoverished – how can we make sense of this? LIS challenges the concepts by which we describe the structure and various dimensions of cognition and it invites us to make explicit the background epistemology and general perspective through which we relate the different aspects of cognition. First, I provide an overview of the philosophy of cognitive science, from the orthodox perspective up to recent embodied cognitive science. I then introduce and clarify the enactive approach, an integrative framework for cognitive science that also serves as the epistemological basis of this thesis. Based on the different states of LIS I formulate a challenge to embodied cognitive science and discuss how the sensorimotor, functionalist and phenomenological approach to embodiment account for it. The discussion casts doubt on the assumption that a body has mainly to do with movement and it reposes the question how tool-use figures in cognition. It also brings to attention the dimension of bodily subjectivity and raises a much-neglected issue in recent cognitive science: the role of the body in social interactions. I show that these approaches to embodiment entail restrictive or loose notions of the body and are not fully able to account for cognition in LIS. I formulate a proposal for an enactive concept of the body integrating aspects from the sensorimotor and phenomenological approach to the body. I defend the idea that the enactive approach is the best framework in embodied cognitive science to counter the challenge posed by LIS and BCI. However, since embodied cognitive science entails an individualistic perspective not fully taking into account that humans are embedded in a social environment the question how the body matters in social interaction can also not be resolved from an enactive perspective on the body. In the last part of this thesis I thus propose transcending the level of individual embodiment. I make suggestions for elaborating on the enactive notion for the cognitive system (autonomy) from a social perspective. I propose to conceive of human mind in terms of a network that is based on the enaction of social processes of distinction and participation. Based on this notion I show how we arrive at an understanding of the human cognitive system which could ultimately account for the basic challenge posited by LIS – the clarification and interrelation of the concepts of body, self and sociality. In the last chapter I provide support for the plausibility for this proposal by applying it to another empirical context, namely psychiatry. What we think about the nature of human mind sets the ground for our thinking about breakdowns and what happens in cases when it does not work. I explore possible implications of the concept of socially enacted human autonomy for mental disorders in general, and for schizophrenia in particular.

La cognition incarnée est un courant théorique qui considère que l'esprit doit être compris dans le contexte de son corps, et de l'interaction de ce dernier avec l'environnement. Elle s'est construite en réaction à l'approche cognitiviste classique qui voit la cognition dite « centrale » (mémoire, raisonnement, compréhension...) comme un système de traitement de l'information de symboles amodaux, indépendant des systèmes sensorimoteurs. S'opposant à cette vision, la cognition incarnée soutient notamment que 1/ la cognition aurait pour fonction de guider l'action 2/ elle serait ancrée dans les systèmes sensorimoteurs, c'est-à-dire qu'elle aurait des ressources de traitement en commun avec eux plutôt que d'en être indépendante. Depuis les années 80, les travaux s'inscrivant dans cette approche sont chaque année plus nombreux. Pourtant, la cognition spatiale envisagée selon cette perspective reste encore un domaine peu exploré. L'objectif de la revue de littérature présentée dans cette thèse est de montrer que différentes sources d'informations des représentations spatiales, la perception, la mémoire, et le langage, sont incarnées. Si leurs sources sont incarnées, alors il y a de bonnes raisons de penser que les représentations spatiales le sont aussi. Nous rapportons ensuite quelques éléments suggérant que les représentations spatiales pourraient être incarnées. Notre travail expérimental a eu pour objectif de montrer que la mémoire d'objets pouvant constituer une base à la formation d'une représentation spatiale est incarnée, dans le sens où elle aurait pour fonction de guider l'action, et qu'elle est ancrée dans les systèmes sensorimoteurs. A cette fin, nous avons réalisé plusieurs études explorant, au travers de postures réduisant les possibilités d'action, le rôle du système moteur dans la mémoire (Expériences 1 à 11), le langage (Expériences 9a à 10), et les représentations spatiales (Expériences 10 et 11). Les Expériences 1 à 8 ont montré dans l'ensemble qu'une posture contraignante a un effet négatif sur la mémoire d'images ou de noms d'objets manipulables, mais pas sur la mémoire des objets-non-manipulables (effet PI). Les Expériences 9a et 9b ont utilisé des phrases et ont montré que l'effet de la posture sur la mémoire de noms d'objets manipulables est présent lorsqu'il est associé à un verbe impliquant une action, mais pas lorsqu'il est associé à un verbe n'impliquant pas d'action. Les Expériences 10 et 11 ont utilisé respectivement des descriptions spatiales et des environnements virtuels, et ont montré nouvellement que des objets décrits ou présentés à une distance ne permettant par leur atteinte manuelle sont moins bien mémorisés que ceux situés à une distance proche. Après avoir discuté de ces résultats, nous proposerons notre conception des modèles de situations spatiaux incarnés. / The embodied cognition framework claims that the mind must be understood in the context of its relationship to a physical body that interacts with the world. It has been developed in response to the classical cognitivist approach, which regards the so-called « central » cognition (memory, reasoning, comprehension...) as an amodal symbols processing system, independent from the sensorimotor systems. Contrary to this idea, embodied cognition claims in particular that 1/ cognition is for action 2/ cognition is grounded on sensorimotor systems, that is, it shares processing resources with sensorimotor systems, rather than being independent from them. Since the 1980s, the amount of work within this framework is growing each year. Yet, there are still few researches on spatial cognition with this approach. The aim of the state of art of this thesis is to show that several sources of information of spatial representations, such as perception, memory, and language, are embodied. If their sources are embodied, then it is likely that spatial representations are also embodied. We will report then some direct elements in favor of the embodiment of spatial representations. The aim of our empirical work was to show that the memory of objects, which can potentially be part of a spatial representation, is embodied in the sense that it is for action, and that it is grounded on sensorimotor systems. To fulfill this aim, a body of studies has been run in order to explore, by the mean of postures decreasing the possibilities for action, the role of the motor system in memory (Experiment 1 to 11), language (Experiment 9a to 10), and spatial representations (Experiment 10 and 11). Experiments 1 to 8 showed as a whole that a constraining posture has a negative effect on the memory of manipulable objects, but not on non-manipulable objects (PI effect). Experiments 9a and 9b used sentences. They showed an effect of posture on the memory of manipulable objects only when their name is associated with a verb which involves an action, but not when it is associated with a verb which does not involve an action. Experiments 10 and 11 used respectively spatial descriptions and virtual environments, and newly showed that the objects described or presented out of reach are less recalled than those located at a close distance. After a discussion of these results, we will propose our conception of embodied spatial situation models.

This study explores the concept of feedback from various perspectives in psychology and cognitive science. Specifically, the theories of ecological psychology, situated and Distributed Cognition, Cognitive Systems Engineering and Embodied cognition are investigated and compared. Cognitive Systems Engineering provides a model of feedback and related constructs, to understand human behavior in complex working environments. Earlier theories such as ecological psychology, considered feedback as direct perception. Situated cognition clearly inherits ideas from ecological psychology, whereas distributed cognition provides a deeper understanding of feedback through artifact use. Cognitive Systems Engineering provides a systematic view of feedback and control. This framework is a suitable perspective to understanding feedback in human-machine settings.

Inom forskningsområdet tjänståterställning arbetar forskare och företag med att identifiera servicefel samt hitta effektiva sätt att lösa kunders problem. Trots detta skapar klagomålshantering problem för företag och det finns många utvecklingsmöjligheter. Att få kunskap om hur kunder upplever klagomålssituationer fysiskt och psykiskt kan därmed vara betydelsefull information för företag. Inom detta forskningsområde saknas det innovativa fältstudier som involverar verkliga beteenden. Det saknas även fältexperiment med elektrodermal aktivitet (EDA) som mätinstrument. EDA mäter autonom sympatisk upphetsning som är integrerad med emotionella och kognitiva tillstånd, vilket möjliggör mätning av individers omedvetna känslor. Därav grundas denna studie på ett fältexperiment där deltagarnas fysiska och emotionella reaktioner har kunnat dokumenteras och göras kvantifierbara genom EDA. Syftet med denna studie är att förklara hur kunders emotionella och fysiska reaktioner påverkas när de klagar på en produkt medan de exponeras för fysiska temperaturstimuli. Denna studie har ett positivistiskt forskningsperspektiv, en kvantitativ forskningsstrategi och en deduktiv ansats. Det empiriska materialet består av insamlad data från enkäter och EDA-band. Resultatet från studien visar att ju allvarligare ett problem är, desto större negativ påverkan har det på kundnöjdhet, lojalitet samt word of mouth (WOM). Det visar även att det finns ett samband mellan interpersonell värme, kundnöjdhet och lojalitet, men inte WOM. Resultaten indikerar även att fysisk värme inte kan dämpa emotionella reaktioner samt att fysisk kyla har en effekt på emotionella reaktioner. Slutligen kan det konstateras att fysisk värme ökar interpersonell värme samt att fysisk kyla inte ökar interpersonell värme. / Within the research area of service recovery, researchers and companies try to identify service errors and find effective ways to solve customers' problems. Despite this, complaint handling creates problems for companies and there are many opportunities for development. Gaining knowledge about how customers experience complaint situations physically and psychologically can therefore be important information for companies. In this area of research, there is a lack of innovative field studies involving real-world behaviors. There is also a lack of field experiments with electrodermal activity (EDA) as a measuring instrument. EDA measures autonomic sympathetic arousal that is integrated with emotional and cognitive states, allowing measurement of individuals' unconscious emotions. Hence, this study is based on a field experiment where the participants physical and emotional responses have been documented and made quantifiable through EDA. The purpose of this study is to explain how customers emotional and physical reactions are affected when they complain about a product while exposed to physical temperature stimuli. This study has a positivist research perspective, a quantitative research strategy and a deductive approach. The empirical material consists of collected data from surveys and EDA measurement. The results from the study show that the more serious a problem is, the greater the negative impact is on customer satisfaction, loyalty and word of mouth (WOM). It also shows that there is a relationship between interpersonal warmth, customer satisfaction and loyalty, but not WOM. The results also indicate that physical warmth cannot dampen emotional responses and that physical cold has an effect on emotional responses. Finally, it can be stated that physical warmth increases interpersonal warmth and that physical coldness does not increase interpersonal warmth.

No description available.

A literatura filosófica sobre a Psicologia do Senso Comum se estende desde a década de 1970, e abrange diversas questões sobre nosso entendimento interpessoal cotidiano, nossa capacidade de interação e coordenação de atividades, o arcabouço conceitual intuitivo que relaciona estados mentais e atitudes proposicionais a comportamentos, e os mecanismos cognitivos de leitura mental que nos permitem atribuir estados mentais a outras pessoas. Nesta dissertação eu examino o desenvolvimento histórico desta literatura, identificando dois debates distintos, o primeiro (principalmente entre Paul Churchland e Jerry Fodor dos anos 70 aos anos 90) tendo como foco a relação entre a teoria da Psicologia do Senso Comum e teorias científicas (da neurociência e das ciências cognitivas), e o segundo (o debate contemporâneo) tendo como foco os mecanismos cognitivos de leitura mental e o papel das atribuições de estados mentais e atitudes proposicionais nas teorias da cognição corporificada, situada e estendida. Além do exame histórico do que argumento serem dois debates distintos e da transição conceitual entre ambos, também apresento aqui minha crítica à abordagem eliminativista contemporânea de Matthew Ratcliffe e, como alternativa, articulo os princípios de uma abordagem pluralista que combina leitura mental e interpretação contextual situada como fundamentais para a cognição social / The philosophical literature on Folk Psychology began in the 1970s, and encompasses various questions about our everyday interpersonal understanding, our ability to interact and coordinate activities, the intuitive conceptual framework that relates mental states and propositional attitudes to behaviors, and the cognitive mechanisms of mindreading that allow us to attribute mental states to other people. In this thesis I examine the historical development of this literature, identifying two distinct debates, the first (mainly between Paul Churchland and Jerry Fodor from the 70s to the 90s) focusing on the relationship between the theory of Folk Psychology and scientific theories (in neuroscience and cognitive science), and the second (the contemporary debate) focusing on the cognitive mechanisms of mindreading and the role played by attributions of mental states and propositional attitudes in theories of embodied, situated and extended cognition. In addition to the historical examination of what I argue are two distinct debates as well as of the conceptual transition between them, here I present my criticism of Matthew Ratcliffe\'s contemporary eliminativist approach and, as an alternative to it, I articulate the principles of a pluralistic approach that combines both mindreading and situated contextual interpretation as fundamental for social cognition

Made available in DSpace on 2016-04-27T16:57:45Z (GMT). No. of bitstreams: 1 EDM - Claudio dallanese.pdf: 1511562 bytes, checksum: e7b4467bf7d57ecbf0c536f800f0c19b (MD5) Previous issue date: 2006-10-27 / The aim of this investigation was to identify and to analyze arguments and metaphors used by a group of students of a master s degree course in Mathematical Education for the rate of change, to understand how they learn this topic. The option of working with those subjects relapsed in the fact that they are all teachers of Mathematics and they have already seen Calculus in their graduation. To those subjects, tasks were offered in a learning scenery where the dialogue was privileged among teacher, students and technology. The vision adopted regarding the technology was of a prothesis, in the sense that it makes it possible for the student to do things different from the way that he would do without it. With the intention of working with different texts, sometimes we offered tasks that the students interacted with the computer, sometimes we offered a task which the prosthesis was a small canal made from a PVC tube, tennis ball, ping-pong ball, chronometer and tape measure. The classes that the students worked in those tasks were filmed using a VHS camera. Notes of some speeches and interventions of the students and the teacher written on a notebook helped to enrich the collection of data. The analysis was based on Embodied Cognition Theory and on the Model of the Argumentative Strategy. We conclude that the process of understanding medium rate of change and instantaneous rate of change is not only the case of just a passage from one to another analytical formula or from a graph to a formula. There is a difference among the cognitive mechanisms to understand the graph and the analytic formula, which contributes to the students' difficulty with that topic. It is not just the formal definition that is responsible for that difficulty. We observed that with the aid of the computer science technology, it was possible to create an environment where the fictive motion, intrinsic of the language, became a factive movement. That is, when secants straight lines coincided with a tangent straight line for successive approaches, and when the tangent straight line to the curve in a point could move, at the same time the values of the slope of those straight lines could be seen in the screen / Esta investigação teve por objetivo identificar e analisar argumentos e metáforas utilizadas por um grupo de alunos de um curso de pós-graduação em Educação Matemática para taxa de variação, para entender como é que eles aprendem esse tópico. A opção de trabalhar com esses sujeitos recaiu no fato de serem todos professores de Matemática do ensino fundamental e/ou médio e já terem visto Cálculo em sua graduação. A esses sujeitos foram oferecidas tarefas num cenário de aprendizagem onde se privilegiou o diálogo entre professor, alunos e tecnologia. A visão adotada com relação à tecnologia foi a de prótese, no sentido de que ela possibilita ao aluno fazer coisas diferentes do modo que faria sem ela. Com o intuito de trabalhar com textos distintos, ora oferecemos tarefas em que os alunos interagiram com o computador, ora oferecemos uma tarefa em que a prótese era uma canaleta feita de cano de PVC, bola de tênis, bola de pingue-pongue, cronômetro e trena. As aulas em que os alunos trabalharam nessas tarefas foram filmadas utilizando uma filmadora VHS. Apontamentos por escrito em um diário de classe de algumas falas e intervenções dos alunos e da professora ajudaram a enriquecer a coleta de dados. A análise baseou-se na Teoria da Cognição Corporificada e no Modelo da Estratégia Argumentativa. Concluímos que o processo de compreender taxa média e taxa instantânea de variação não é o caso apenas de uma passagem de uma fórmula analítica a outra ou de um gráfico para uma fórmula. Existe uma diferença entre os mecanismos cognitivos para compreender o gráfico e a fórmula analítica, diferença esta que contribui com a dificuldade dos alunos com esse tópico. Não é apenas a definição formal que é responsável por essa dificuldade. Observamos que com o auxílio da tecnologia informática foi possível criar um ambiente onde o movimento fictivo, intrínseco da linguagem, se transformou em um movimento factivo. Isto é, quando retas secantes coincidiam com uma reta tangente por sucessivas aproximações e quando a reta tangente à curva num ponto podia se mover, ao mesmo tempo os valores do coeficiente angular dessas retas podiam ser vistos na tela