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Experimental Analysis on the Development of Cognitive Processes in
Childhood Through Body Experience
Article
· November 2018
DOI: 10.17265/2159-5542/2018.11.001
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Psychology Research, November 2018, Vol. 8, No. 11, 527-543
doi:10.17265/2159-5542/2018.11.001
Experimental Analysis on the Development of Cognitive
Processes in Childhood Through Body Experience
Giulia Torregiani, Luisa Bonfiglio, Francesco Maria Melchiori, Francesco Peluso Cassese
Niccolò Cusano Rome University, Rome, Italy
This study aims at comparing the effect of an innovative
educational approach, based on the continuous relationship
between mind and body, to traditional methodologies; more in particular, it focuses on the cognitive processes of
language and memory in childhood. Previous studies showed that the Embodiment
Theory of Conceptual
Representations considers the extent to which the concepts are embodied, i.e., the way their conceptual features are
represented in sensory and motor brain areas in an experience-dependent way. Similarly, the Motor Theory of
Language suggests considering phonetic gestures, made by the speaker to produce
them as language perception
objects, reproduced in the brain as real invariant motor commands. This longitudinal research analyzed the impact
of a museum-based education on the memory and language process of children aged 3-6 years, with the purpose of
building links between the evolutionary dimension and the didactic dimension. In a wider perspective, these aspects
assume great importance for educators that aim to train qualified students, ethically informed and trained as world
citizens, starting from neuroscientific discoveries.
Keywords:
unstructured didactics, childhood, cognitive
processes, body experience, educational neuroscience
