Derived Embodiment in Abstract Language

Derived Embodiment in Abstract Language

Theresa Schilhab Derived Embodiment in Abstract Language 123

Theresa Schilhab DPU, Future Technologies, Culture and Learning, Danish School of Education University of Aarhus Copenhagen Denmark ISBN 978-3-319-56055-7 ISBN 978-3-319-56056-4 (ebook) DOI 10.1007/978-3-319-56056-4 Library of Congress Control Number: 2017935557 Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

This is rather as if you imagine a puddle waking up one morning and thinking, This is an interesting world I find myself in an interesting hole I find myself in fits me rather neatly, doesn t it? In fact it fits me staggeringly well, must have been made to have me in it! This is such a powerful idea that as the sun rises in the sky and the air heats up and as, gradually, the puddle gets smaller and smaller, it s still frantically hanging on to the notion that everything s going to be alright, because this world was meant to have him in it, was built to have him in it; so the moment he disappears catches him rather by surprise (Adams 1998).

Preface This book is about learning and knowledge as the abilities that ground appropriate responses to an ever-changing world. It is also a synthesis of many disciplines. Although the neurobiological and the cognitive perspectives frame the work, throughout, the assumption has been that learning and knowledge are multifaceted phenomena and that transgression of traditional academic boundaries is necessary in order to grasp them in their entirety. Thus, this multidisciplinary attempt mirrors the complexity and heterogeneity of the theme. Learning and knowledge are both tacit and automatic as well as voluntary and socially endorsed processes. Any attempt to address these phenomena must cope with the risk of internally contrasting perspectives and the challenge of numerous blind spots since only a selection of academically relevant sources may be covered. However, explaining human knowledge acquisition with the evolutionary origin of cognition in mind in an attempt to address humans as part of the biological world is worth the putative vulnerability and in some places academic weakness. I have benefited tremendously from generous readers who commented on chapters in their areas of expertise: Gitte Balling, Simon Nørby, Cathrine Hasse and Claus Emmeche. I also wish to thank the many students who have participated in inspiring exchanges throughout the years. In particular, I wish to thank my mother Ute Schmidt who in her professional career as teacher impersonates what I attempt to scientifically address. I thank my geologist husband Niels Hansen to whom I always turn because of his exceptionally competent ability to grasp ideas outside his own discipline and awaken them to life. Uncountable are the numbers of days we migrated with our dogs sharing thoughts. Lastly, my greatest debts are to my children, Maximilian, Nathalia, Ruben, Adrian and Rakel, my main teachers with whom I daily re-experience and interpret life and to whom I dedicate this work. Hareskov, Denmark April 2017 Theresa Schilhab vii

Contents 1 Introduction to the Book... 1 1.1 The Material World... 1 1.2 Embodied Cognition.... 3 1.3 Interactional and Contributory Knowledge... 6 1.4 Themes... 10 1.4.1 On the Agenda... 11 1.4.2 Other Approaches... 13 1.4.3 Introducing Derived Embodiment... 16 1.5 Obvious Objections... 21 1.5.1 Embodied Cognition and Representations... 21 1.5.2 Language as Representation... 23 1.5.3 The Concrete and the Abstract... 25 1.5.4 Linguistic Stages... 28 1.6 Content of the Book... 30 2 Interactional Expertise... 35 2.1 The Tacit Dimension... 35 2.2 Red Herrings?.... 38 2.3 Empirical Results... 40 2.4 The Midwife Case... 43 2.5 The Role of the Body.... 44 2.6 The Body-Language Relation... 47 2.7 The Primacy of Language.... 49 2.8 Pretence and Lying.... 50 2.8.1 Misinformation Studies... 53 3 Grounded Cognition... 57 3.1 Empirical Results... 58 3.2 Biological Considerations... 60 ix

x Contents 3.3 Links Between Language and Perception... 63 3.3.1 Process of Linguification.... 66 3.4 Fire Together, Wire Together... 68 3.4.1 What Correlates to the Correlate?... 69 3.4.2 Neural Aggregates and Categories An Example... 71 3.5 Bottom-Up and Top-Down... 72 3.5.1 Zooming in on Selection.... 73 3.6 Implicit Processes in Linguification... 75 3.6.1 What About Accessibility?... 77 3.6.2 Entering the Correlate Using Back Doors.... 79 3.7 Attention and Top-Down Processing... 82 3.8 Summing up Linguification Processes, Back Doors, and Linguistic Handles... 84 4 Concrete and Abstract Knowledge... 87 4.1 World Constraints on Concrete Knowledge... 89 4.2 The Switch from Bottom-Up to Top-Down... 93 4.3 The Concrete and the Abstract... 95 4.3.1 Four Neural Modes of Existence.... 97 4.3.2 Differences in on-line and off-line Representations?... 100 4.4 The Phenomenal Feel in Linguification... 102 4.4.1 Emotion Words... 106 4.4.2 A-Consciousness Versus P-Consciousness... 107 4.4.3 b- and t-re-enactments Reconsidered... 110 4.4.4 Automatic or Voluntary Activation of Imagery?... 111 4.5 Rumination Studies: When Words Are Imageless.... 113 4.6 The Switch from External Perception to Internal Representation... 115 4.6.1 Cognitive Load... 117 4.6.2 The Internal State... 118 4.7 The Role of the Conversational Partner... 121 4.7.1 Repair in Conversation... 123 5 Derived Embodiment and Interactional Expertise... 127 5.1 Particular Neural Correlates as Handles... 128 5.2 Words as Perceptual Inducers... 130 5.2.1 The Virtual Room... 132 5.3 Interlocutor Tricks of the Trade... 134 5.3.1 Instructions, Top-Down and Bottom-Up Linguistic Tools... 135 5.4 Conversations Are Cooperative Constructs... 139 5.4.1 Varying Levels of the Interlocutor... 141

Contents xi 5.5 Derived Embodiment... 142 5.5.1 Example 1: Aversive Fear Conditioning... 143 5.5.2 Example 2: Metaphorical Expressions in Singer Education... 146 5.6 Metaphors in Neural Terms... 148 5.6.1 Single Use and Common Metaphors... 150 6 Mental Applications... 153 6.1 Effects on Cognitive Content and Functioning... 155 6.1.1 Cultivation of Phenomenal Processes... 155 6.1.2 Degrees of Freedom... 158 6.2 Cognitive Changes... 160 6.3 Increasing Working Memory Capacity... 162 6.4 What Meditation Says About Mind Training... 166 6.5 Perceptual Agility... 169 6.6 Reading as Exemplification of WMC... 171 6.7 Advanced Cognition and Imagination.... 173 7 Educational Implications.... 179 7.1 Neural Considerations in Education... 181 7.2 Direct Experience and Entry by Back Doors... 183 7.2.1 Thoughts on Deeper Understanding... 186 7.2.2 Phenomenal Richness and Cognitive Load... 188 7.3 Cognitive Load and Attention Restoration Theory (ART)... 189 7.4 Post-competent Language Phase and Concrete Crutches.... 191 7.5 Japanese Interpreters in Brazil... 193 8 Issues to Consider... 197 8.1 Limiting Conditions... 199 8.2 Expanding the Vocabulary ToM... 201 8.2.1 Two Categories of Mental State Contribution... 203 8.2.2 Learning ToM and Derived Embodiment Mechanisms... 204 8.2.3 Empirical Studies on Top-Down Control of ToM... 207 8.3 The Definition of Abstract Knowledge in Derived Embodiment?... 211 8.3.1 How Is the Weather Concept Acquired?.... 212 8.4 Phenomenal and Interoceptive Crutches... 214 8.5 Status of Derived Embodiment Knowledge... 216 8.6 Linguistic Tolerance... 217 8.7 Concluding Remarks... 220 References... 223