The role of action concepts in physical reasoning: insights from late childhood

具身认知 动作(物理) 认知 心理学 过程(计算) 认知科学 认知心理学 认知发展 主题(计算) 发展心理学 计算机科学 人工智能 物理 量子力学 神经科学 操作系统
作者
Hélène Grandchamp des Raux,Tommaso Ghilardi,Christina Soderberg,Ori Ossmy
出处
期刊:Philosophical Transactions of the Royal Society B [The Royal Society]
卷期号:379 (1911)
标识
DOI:10.1098/rstb.2023.0154
摘要

A fundamental component of human cognition is the ability to intuitively reason about behaviours of objects and systems in the physical world without resorting to explicit scientific knowledge. This skill was traditionally considered a symbolic process. However, in the last decades, there has been a shift towards ideas of embodiment, suggesting that accessing physical knowledge and predicting physical outcomes is grounded in bodily interactions with the environment. Infants and children, who learn mainly through their embodied experiences, serve as a model to probe the link between reasoning and physical concepts. Here, we tested school-aged children (5- to 15-year-olds) in online reasoning games that involve different physical action concepts such as supporting, launching and clearing. We assessed changes in children’s performance and strategies over development and their relationships with the different action concepts. Children reasoned more accurately in problems that involved supporting actions compared to launching or clearing actions. Moreover, when children failed, they were more strategic in subsequent attempts when problems involved support rather than launching or clearing. Children improved with age, but improvements differed across action concepts. Our findings suggest that accessing physical knowledge and predicting physical events are affected by action concepts, and those effects change over development. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.
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