{"id":7829,"date":"2019-05-22T16:01:06","date_gmt":"2019-05-22T16:01:06","guid":{"rendered":"http:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/embodiment\/"},"modified":"2019-05-22T16:01:06","modified_gmt":"2019-05-22T16:01:06","slug":"embodiment","status":"publish","type":"post","link":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/embodiment\/","title":{"rendered":"Embodiment"},"content":{"rendered":"<p>The theory that that cognitive and behavioral development can only be understood as occurring in a body. &nbsp;As such, it grounds much of cognition on an internal model of the human body and its actions. &nbsp;While frequently theories of development focus on abstract algorithms describing information processing, the embodiment view maintains that processing in a body is different because in effect the body itself participates in the information processing. &nbsp;Moreover, the developing body allows the infant or child to explore her environment in different ways at different ages. &nbsp;The theory, allied to dynamical systems approaches, is beginning to have a theoretical impact on the study of development, especially infant development as it relates to object permanence. &nbsp;A sense of the theory is given in the following passage of the biography of the physicist <a href=\"http:\/\/www.feynman.com\/\" class=\"cc-route-enabled\" target=\"_self\" data-editable-link=\"http:\/\/www.feynman.com\/&amp;target=_self\" rel=\"noopener noreferrer\">Richard P. Feynman<\/a> (1918-1988) by <a href=\"http:\/\/around.com\/\" class=\"cc-route-enabled\" target=\"_self\" data-editable-link=\"http:\/\/around.com\/&amp;target=_self\" rel=\"noopener noreferrer\">James Gleick<\/a> (1992):&nbsp;&#8220;Those who watched Feynman in moments of intense concentration came away with a strong, even disturbing sense of the physicality of the process, as though his brain did not stop with the tray matter but extended through every muscle in his body.&#8221; &nbsp;<\/p>\n<p>See <a href=\"cognitive_development\">Cognitive development<\/a>, <a href=\"cognitive_psychology\">Cognitive psychology<\/a>, <a href=\"constraint\">Constraint<\/a>, <a href=\"developmental_emergence\">Developmental emergence<\/a>, <a href=\"dynamical_systems_approaches\">Dynamical systems approaches<\/a>, <a href=\"embodied_cognition\">Embodied cognition<\/a>, Mind-brain problem, <a href=\"motor_development\">Motor development<\/a>, <a href=\"object_permanence\">Object permanence<\/a><\/p>\n<p><\/p>\n<p><\/p>\n<p><\/body><\/html><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The theory that that cognitive and behavioral development can only be understood as occurring in a body. &nbsp;As such, it grounds much of cognition on an internal model of the human body and its actions. &nbsp;While frequently theories of development focus on abstract algorithms describing information processing, the embodiment view maintains that processing in a &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/embodiment\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Embodiment&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[2],"class_list":["post-7829","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-glossary","entry"],"_links":{"self":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/7829","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/comments?post=7829"}],"version-history":[{"count":0,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/7829\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/media?parent=7829"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/categories?post=7829"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/tags?post=7829"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}