The role of sensorimotor experience and embodiment in education: evidence from neuroscience and a historical perspective
DOI:
https://doi.org/10.4396/20252V01%20%20Keywords:
educational neuroscience, sensorimotor system, embodied cognition, embodied language, learning and teachingAbstract
How can neuroscience help improving pedagogical theories and practices? In the following, after discussing the contemporary interdisciplinary context for the interaction between neuroscience and pedagogy, we will review key neuroscientific developments about the role of the sensorimotor system and its involvement in cognitive functions (embodiment), highlighting how they are relevant to pedagogy. Language, especially as understood according to the embodied perspective in its connections with concrete sensory, motor and emotional experiences, turns out to be a key pedagogical tool. Finally, the theories and approaches of pedagogists J. Dewey, M. Montessori, L. Vygostkij, and P. Freire will be briefly presented. This will show how classical pedagogy indeed anticipated, on an experiential and observative basis, the notion that higher cognitive functions are grounded in sensorimotor experience. This review shows how the embodied approach to cognition and language and the knowledge of the detailed neurophysiological mechanisms underlying skill and motor learning, social interactions and language ground, support and expand classical approaches in pedagogy, providing them with a strong scientific background. In the future, this expanding knowledge should affect educational practice by refining learning strategies and providing new learning tools, and by supporting teaching methods with a solid scientific basis.
Downloads
References
Abrahamson, D., Mechsner, F. (2022), «Toward Synergizing Educational Research and Movement Sciences: a Dialogue on Learning as Developing Perception for Action» in Educational Psychology Review, vol., 34, pp. 1813–1842.
Abrahamson, D., Nathan, M.J., Williams-Pierce, C., Walkington, C., Ottmar, E.R., Soto, H., Alibali M.W. (2020), «The Future of Embodied Design for Mathematics Teaching and Learning» in Frontiers in Education, vol. 5, p. 147.
Abrahamson, D., Trninic, D., Gutiérrez, J. F., Huth, J., and Lee, R. G. (2011), «Hooks and shifts: a dialectical study of mediated discovery» in Technology, Knowledge, and Learning, vol. 16, n. 1, 55-85.
Abrahamson, D., Sánchez-García, R. (2016), «Learning is moving in new ways: the ecological dynamics of mathematics education» in J. Learn. Sci., vol. 25, pp. 203–239.
Arbib, M.A. (2005), «From monkey-like action recognition to human language: An evolutionary framework for neurolinguistics» in Behav. Brain Sci., vol. 28, pp. 105-124.
Arbib, M.A. (2012), How the brain got language: The mirror system hypothesis, Oxford University Press.
Aziz-Zadeh, L., Wilson, S.M., Rizzolatti, G., Iacoboni, M. (2006), «Congruent embodied representations for visually presented actions and linguistic phrases describing actions» in Curr. Biol., vol. 16, 1818–1823.
Barrós-Loscertales, A., González, J., Pulvermüller, F., Ventura-Campos, N., Bustamante, J.C., Costumero, V., Parcet, M.A., Ávila, C. (2012), «Reading salt activates gustatory brain regions: fMRI evidence for semantic grounding in a novel sensory modality» in Cereb Cortex, vol. 22, pp. 2554–2563.
Baumgaertner, A., Buccino, G., Lange, R., McNamara, A., Binkofski, F. (2007), «Polymodal conceptual processing of human biological actions in the left inferior frontal lobe» in Eur. J. Neurosci., vol. 25, pp. 881–889.
Binder, J.R., Desai, R.H., Graves, W.W., Conant, L.L. (2009), «Where is the semantic system? A critical review and meta-analysis of 120 functional neuroimaging studies» in Cereb. Cortex, vol. 19, pp. 2767–2796.
Binkofski, F., Buccino, G., Posse, S., Seitz, R.J., Rizzolatti, G., Freund, H. (1999), «A fronto-parietal circuit for object manipulation in man: evidence from an fMRI-study» in Eur. J. Neurosci., vol. 11, pp. 3276–3286.
Boulenger, V., Roy, A.C., Paulignan, Y., Deprez, V., Jeannerod, M., Nazir, T.A. (2006), «Cross-talk between language processes and overt motor behavior in the first 200 ms of processing» in J. Cogn. Neurosci., vol. 18, pp. 1607–1615.
Bruer, J. (1997), «Education and the brain: A bridge too far» in Educational Researcher, vol. 26, pp. 4–16.
Buccino, G., Baumgaertner, A., Colle, L., Buechel, C., Rizzolatti, G., Binkofski, F. (2007), «The neural basis for understanding non-intended actions» in NeuroImage, vol. 36, pp. 119–127.
Buccino, G., Binkofski, R., Fink, R., Fadiga, L., Fogassi, L., Gallese, V., Seitz, R.J., Zilles, K., Rizzolatti, G., Freund, H.-J. (2001), «Action observation activates premotor and parietal areas in a somatotopic manner: an fMRI study» in Eur. J. Neurosci, vol. 13, pp. 400-404.
Buccino, G., Colagè, I. (2022), «Grounding abstract concepts and beliefs into experience: The embodied perspective» in Front. Psychol., vol. 13, p. 943765.
Buccino, G., Colagè, I., Gobbi, N., Bonaccorso, G. (2016), «Grounding meaning in experience: a broad perspective on embodied language» in Neuroscience and Biobehavioral Reviews, vol. 69, pp. 69–78.
Buccino, G., Colagè, I., Silipo, F., D’Ambrosio, P. (2019), «The concreteness of abstract language: an ancient issue and a new perspective» in Brain Struct. Funct., vol. 224, pp. 1385–1401.
Buccino, G., Mezzadri M. (2015), Embodied language and the process of language learning and teaching, in Lüdtke U.L. (2015), Emotion in Language: Theory – research – application (pp. 191-208), John Benjamins Publishing Company.
Buccino, G., Lui, F., Canessa, N., Patteri, I., Lagravinese, G., Benuzzi, F., Porro, C.A., Rizzolatti, G. (2004a), «Neural circuits involved in the recognition of actions performed by nonconspecifics: an fMRI study» in J. Cogn Neurosci., vol. 16, pp. 114–126.
Buccino, G., Binkofski, F., Riggio L. (2004b), «The mirror neuron system and action recognition» in Brain and Language, vol. 89, pp. 370–376.
Buccino, G., Riggio, L., Melli, G., Binkofski, F., Gallese, V., Rizzolatti, G. (2005), «Listening to action-related sentences modulates the activity of the motor system: a combined TMS and behavioral study» in Cogn. Brain Res., vol. 24, pp. 355–363.
Buccino, G., Vogt, S., Ritzl, A., Fink, G. R., Zilles, K., Freund, H.J., Rizzolatti, G. (2004c), «Neural circuits underlying imitation learning of hand actions: an event-related fMRI study» in Neuron, vol. 42, pp. 323–334.
Bucur, M., Papagno, C. (2021), «An ALE meta-analytical review of the neural correlates of abstract and concrete words» in Sci. Rep., vol. 11, pp. 1–24.
Buffon, G., Colagè, I. (2022), «Pedagogical Ecology for an Alternative Sustainability: With Insights from Francis of Assisi and Contemporary Life Sciences» in Sustainability, vol. 14, p. 1395.
Calvo-Merino, B., Glaser, D.E., Grézes, J., Passingham, R.E., Haggard, P. (2005), «Action observation and acquired motor skills: an fMRI study with expert dancers» in Cereb. Cortex, vol. 15, pp. 1243-1249.
Chatterjee, A. (2010), «Disembodying cognition» in Lang. Cogn., vol. 2, pp. 79–116.
Citron, F.M.M. (2012), «Neural correlates of written emotion word processing: a review of recent electrophysiological and hemodynamic neuroimaging studies» in Brain Lang., vol. 122, pp. 211–226.
Colagè, I., d’Errico, F. (2020), «Culture: The driving force of human cognition» in Top. Cogn. Sci., vol. 12, pp. 654–672.
Colagè, I., d’Errico, F. (2025), «An empirically-based scenario for the evolution of cultural transmission in the human lineage during the last 3.3 million years» in PLoS One vol. 20, n. 6, p. e0325059.
Csibra, G., Gergely, G. (2006), Social learning and social cognition: The case for pedagogy, in Munakata, Y., Johnson M.H. (2006), Processes of Change in Brain and Cognitive Development. Attention and Performance, XXI (pp. 249-274), Oxford University Press.
Dalla Volta, R., Gianelli, C., Campione, G.C., Gentilucci, M. (2009), «Action word understanding and overt motor behavior» in Exp. Brain Res., vol. 196, pp. 403–412.
Damsgaard, L., Veber Nielsen, A.-M., Gejl, A.K., Bøgh Malling, A.S., Kildahl Jensen, S., Wienecke, J. (2022), «Effects of 8 weeks with embodied learning on 5–6‐year‐old Danish children’s pre‐reading skills and word reading skills: the PLAYMORE project, DK» in Educational Psychology Review, vol. 34, pp. 1709–1737.
Del Maschio, N., Fedeli, D., Garofalo, G., Buccino, G. (2021), «Evidence for the concreteness of abstract language: a meta-analysis of neuroimaging studies» in Brain Sci., vol. 12, p. 32.
Demeco, A., Zola, L., Frizziero, A., Martini, C., Palumbo, A., Foresti, R., Buccino, G., Costantino, C. (2023), «Immersive Virtual Reality in Post-Stroke Rehabilitation: A Systematic Review» in Sensors, vol. 23, n. 3, pp. 1712.
DePencier, I. (1967), The History of the Laboratory Schools, Quadrangle Books.
Desai, R.H., Binder, J.R., Conant, L.L., Seidenberg, M.S. (2010), «Activation of sensory-motor areas in sentence comprehension» in Cereb. Cortex, vol. 20, pp. 468–478.
Desai, R.H., Binder, J.R., Conant, L.L., Mano, Q.R., Seidenberg, M.S. (2011), «The neural career of sensory-motor metaphors» in J Cognit Neurosci, vol. 23, pp. 2376–2386.
Desai, R.H., Conant, L.L., Binder, J.R., Park, H., Seidenberg, M.S. (2013), «A piece of the action: Modulation of sensory-motor regions by action idioms and metaphors» in NeuroImage, vol. 83, pp. 862–869.
Desai, R.H., Herter, T., Riccardi, N., Rorden, C., Fridriksson, J. (2015), «Concepts within reach: action performance predicts action language processing in stroke» in Neuropsychologia, vol. 71, pp. 217–224.
de Vega, M., León, I., Hernández, J.A., Valdés, M., Padrón, I., Ferstl, E.C. (2014), «Action sentences activate sensory motor regions in the brain independently of their status of reality» in J. Cogn. Neurosci., vol. 26, pp. 1363–1376.
de Vega, M., Moreno, V., Castillo, D. (2013), «The comprehension of action- related sentences may cause interference rather than facilitation on matching actions» in Psychol. Res., vol. 77, pp. 20–30.
Dewey, J. (1897), «My pedagogic creed» in School Journal, vol. 54, pp. 77-80.
Dewey, J. (1899), School and Society: Being Three Lectures (2nd ed.), The University of Chicago Press, 1915.
Dewey, J. (1916), Democracy and Education. An introduction to the philosophy of education, The MacMillan Company.
Dewey, J. (1938), Experience and Education, The Kappa Delta Pi.
di Pellegrino, G., Fadiga, L., Fogassi, L., Gallese, V., Rizzolatti, G. (1992), «Understanding motor events: a neurophysiological study» in Exp. Brain Res., vol. 91, pp. 176-180.
Dor, D. (2015), The Instruction of imagination: Language as a social communication Technology, Oxford University Press.
Fadiga, L., Fogassi, L., Pavesi, G., Rizzolatti, G. (1995), «Motor facilitation during action observation: a magnetic stimulation study» in Journal of Neurophysiology, vol. 73, pp. 2608-2611.
Fischer, K.W. (2009), «Mind, brain, and education: Building a scientific groundwork for learning and teaching» in Mind, Brain and Education, vol. 3, pp. 3–16.
Fischer, K. W., Daniel, D. B., Immordino-Yang, M-H., Stern, E., Battro, A., Koizumi, H. (2007), «Why mind, brain, and education? Why now? » in Mind, Brain and Education, vol. 1, pp. 1-2.
Freire, P. (1967), Educação como prática da liberdade, Editora Paz e Terra.
Freire, P. (1970), Pedagogy of the Oppressed, Continuum.
Gallagher, H.L., Frith, C.D. (2003), «Functional imaging of ‘theory of mind’» in Trends in Cognitive Sciences, vol. 7, pp. 77–83.
Gallese, V., Lakoff, G. (2005), The brain’s concepts: The role of the sensory-motor system in conceptual knowledge» in Cognit Neuropsychol, vol. 22, pp. 455–479.
Gallese, V., Fadiga, L., Fogassi, L., Rizzolatti, G. (1996), «Action recognition in the premotor cortex» in Brain, vol. 119, pp. 593-609.
García, A.M., Ibáñez, A. (2016), «A touch with words: Dynamic synergies between manual actions and language» in Neuroscience and Biobehavioral Reviews, vol. 68, pp. 59–95.
García, A.M., Moguilner, S., Torquati, K., García-Marco, E., Herrera, E., Muñoz, E., Castillo, E.M., Kleineschay, T., Sedeño, L., Ibáñez, A. (2019), «How meaning unfolds in neural time: Embodied reactivations can precede multimodal semantic effects during language processing» in NeuroImage, vol. 197, pp. 439–449.
Garofalo, G., Magliocco, F., Silipo, F., Riggio, L., Buccino, G. (2022), «What matters is the underlying experience: Similar motor responses during processing observed hand actions and hand‐related verbs» in Journal of Neuropsychology, vol. 16, pp. 389-406.
Ginns, P. (2005), «Meta-analysis of the modality effect» in Learning and Instruction, vol. 15, p. 313e331
Ginns, P., Hu, F.-T., Byrne, E., Bobis, J. (2016), «Learning By Tracing Worked Examples» in Appl. Cognit. Psychol., vol. 30, pp. 160–169.
Glenberg, A.M., Sato, M., Cattaneo, L., Riggio, L., Palumbo, D., Buccino, G. (2008), «Processing abstract language modulates motor system activity» in Q J Exp Psychol (Hove), vol. 61, pp. 905-919.
Glover, S., Rosenbaum, D.A., Graham, J., Dixon, P. (2004), «Grasping the meaning of words» in Exp. Brain Res., vol. 154, pp. 103–108.
Goldman-Rakic, P.S. (1996), «Regional and cellular fractionation of working memory» in Proc. Natl. Acad. Sci. USA, vol. 93, pp. 13473–13480.
González, J., Barrós-Loscertales, A., Pulvermüller, F., Meseguer, V., Sanjun, A., Belloch, V., Ávila, C. (2006), «Reading cinnamon activates olfactory brain regions» in NeuroImage, vol. 32, pp. 906–912.
Gough, P.M., Riggio, L., Chersi, F., Sato, M., Fogassi, L., Buccino, G. (2012), «Nouns referring to tools and natural objects differentially modulate the motor system» in Neuropsychologia, vol. 50, pp. 19–25.
Gough, P.M., Campione, G.C., Buccino, G. (2013), «Fine tuned modulation of the motor system by adjectives expressing positive and negative properties» in Brain Lang., vol. 125, pp. 54–59.
Goswami, U. (2006), «Neuroscience and education: from research to practice?» in Nat. Rev. Neurosci., vol. 7, pp. 406–413.
Goswami, U., Szucs, D. (2011), «Educational neuroscience: developmental mechanisms: towards a conceptual framework» in NeuroImage, vol. 57, pp. 651–658.
Grèzes, J., Armony, J.L., Rowe, J., Passingham, R.E. (2003), «Activations related to “mirror” and “canonical” neurones in the human brain: an fMRI study» in NeuroImage, vol. 18, pp. 928–937.
Hari, R., Forss, N., Avikainen, S., Kirveskari, E., Salenius, S., Rizzolatti, G. (1998), «Activation of human primary motor cortex during action observation: a neuromagnetic study» in Proc. Natl. Acad. Sci. USA, vol. 95, pp. 15061-15065.
Hauk, O., Johnsrude, I., Pulvermüller, F. (2004), «Somatotopic representation of action words in human motor and premotor cortex» in Neuron, vol. 41, pp. 301–307.
Hohr, H. (2013), «The concept of experience by John Dewey revisited: Conceiving, feeling and “enliving” » in Studies in Philosophy and Education, vol. 32, pp. 25-38.
Hutto, D.D., McGivern, P., and Kirchoff, M.D. (2015), «The Enactive Roots of STEM: Rethinking Educational Design in Mathematics» in Educational Psychology Review, vol. 27, pp. 371–389.
Iacoboni, M., Molnar Szakacs, I., Gallese, V., Buccino, G., Mazziotta, J.C., Rizzolatti, G. (2005), «Grasping the intentions of others with one’s own mirror neuron system» in Plos Biology, vol. 3, pp. 529–535.
Iacoboni, M., Woods, R.P., Brass, M., Bekkering, H., Mazziotta, J.C., Rizzolatti, G. (1999), «Cortical mechanisms of human imitation» in Science, vol. 286, pp. 2526–2528.
Jablonka, E., Lamb, M.J. (2014), Evolution in four dimensions: genetic, epigenetic, behavioral, and symbolic variation in the history of life (revisited edition), MIT Press.
Jeannerod, M. (2006), Motor Cognition. What Actions Tell the Self, Oxford University Press.
Jeannerod, M., Arbib, M.A., Rizzolatti, G., Sakata, H. (1995). «Grasping objects: the cortical mechanisms of visuomotor transformation» in Trends Neurosci., vol. 18, pp. 314–320.
Kemmerer, D., Castillo, J.G., Talavage, T., Patterson, S., Wiley, C. (2008), «Neuroanatomical distribution of five semantic components of verbs: evidence from fMRI» in Brain Lang., vol. 107, pp. 16–43.
Kemmerer, D., Rudrauf, D., Manzel, K. Tranel, D. (2012), «Behavioral patterns and lesion sites associated with impaired processing of lexical and conceptual knowledge of actions» in Cortex, vol. 48, pp. 826–848.
Klepp, A., Niccolai, V., Buccino, G., Schnitzler, A., Biermann-Ruben, K. (2015), «Language-motor interference reflected in MEG beta oscillations» in Neuroimage, vol. 109, pp. 438–448.
Kline, M.A. (2015), «How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals» in Behav. Brain Sci., vol. 38, p. e31.
Koehler, E., Keysers, C., Umiltà, M. A., Fogassi, L., Gallese, V., Rizzolatti, G. (2002), «Hearing sounds, understanding actions: action representation in mirror neurons» in Science, vol. 297, pp. 846-848.
Koski, L., Wohlschläger, A., Bekkering, H., Woods, R. P., Dubeau, M. C. (2002), «Modulation of motor and premotor activity during imitation of target-directed actions» in Cerebral Cortex, vol. 12, pp. 847–855.
Kostjuk, G.S. (1956), «Nekotoryye aspekty vzaimozavisimosti obrazovaniya i razvitiya lichnosti» in Voprosy psichologij, vol. 5, n. 56, pp. 41-57.
Leslie, A.M., Thaiss, L. (1992), «Domain specificity in conceptual development: neuropsychological evidence from autism» in Cognition, vol. 43, pp. 225–251.
Macedonia, M. (2019), «Embodied learning: Why at school the mind needs the body» in Front. Psychol., vol. 10, p. 2098.
Macedonia, M., Repetto, C. (2017), «Why your body can jog your mind» in Front. Psychol., vol. 8, p. 362.
Macrine, S.L., Fugate, J.M.B. (2021), «Translating Embodied Cognition for Embodied Learning in the Classroom» in Frontiers in Education, vol. 6, p. 712626.
Mahon, B.Z., Caramazza, A. (2005), «The orchestration of the sensory-motor systems: clues from neuropsychology» in Cogn. Neuropsychol., vol. 22, pp. 480–494.
Mahon, B.Z., Caramazza, A. (2008), «A critical look at the embodied cognition hypothesis and a new proposal for grounding conceptual content» in J. Physiol. Paris, vol. 102, pp. 59–70.
Malaguzzi, L. (1994), «Your image of the child: Where teaching begins» in Child Care Information Exchange, vol. 3, n. 94, pp. 52-57.
Malaguzzi, L. (1998), History, ideas, and basic philosophy, in Edwards C., Gandini, L., Forman G. (1998.), The hundred languages of children: Advanced reflections (pp. 49–97) Ablex Publishing Corporation.
Marino, B.F., Gough, P.M., Gallese, V., Riggio, L. Buccino, G. (2013), «How the motor system handles nouns: A behavioral study» in Psychol. Res., vol. 77, pp. 64–73.
Marino, B.F., Sirianni, M., Dalla Volta, R., Magliocco, F., Silipo, F., Quattrone, A., Buccino, G. (2014), «Viewing photos and reading nouns of natural graspable objects similarly modulate motor responses» in Front. Hum. Neurosci., vol. 8, p. 968.
Molenberghs, P., Cunnington, R., Mattingley, J.B. (2009), «Is the mirror neuron system involved in imitation? A short review and meta-analysis» in Neuroscience and Biobehavioral Reviews, vol. 33, pp. 975–980.
Montessori, M. (1949), The Absorbent Mind, The Theosophical Publishing House.
Montessori, M. (1948), The discovery of Child, Kalakshetra.
Montessori, M. (1912), The Montessori’s Method: scientific pedagogy as applied to child education in “The children's houses” with additions and revisions by the author, Frederick A. Stokes Company.
Morgan, T.J.H., Uomini, N.T., Rendell, L.E., Chouinard-Thuly, L., Street, S.E., Lewis, H.M., Cross, C.P., Evans, C., Kearney, R., de la Torre, I., Whiten, A., Laland, K.N. (2015), «Experimental evidence for the co-evolution of hominin tool-making, teaching and language» in Nat. Commun., vol. 6, pp. 1–8.
Nathan, M.J., Walkington, C., Boncoddo, R., Pier, E., Williams, C.C., Alibali, M.W. (2014), «Actions speak louder with words: the roles of action and pedagogical language for grounding mathematical proof» in Learn. Instr., vol. 33, pp. 182–193.
Niedenthal, P.M. (2007), «Embodying emotion» in Science, vol. 316, pp. 1002–1005.
Nishitani, N., Hari, R. (2002), «Viewing lip forms: cortical dynamics» in Neuron, vol. 36, pp. 1211–1220.
Patri, J.-F., Cavallo, A., Pullar, K., Soriano, M., Valente, M., Koul, A., Avenanti, A., Panzeri, S., Becchio, C. (2020), «Transient disruption of the inferior parietal lobule impairs the ability to attribute intention to action» in Current Biology, vol. 30, pp. 4594–4605.
Pfurtscheller, G., Lopes da Silva, F.H. (1999), «Event-related EEG/MEG synchronization and desynchronization: basic principles» in Clin. Neurophysiol., vol. 110, pp. 1842–1857.
Puce, A., Allison, T., Bentin, S., Gore, J. C., and McCarthy, G. (1998), «Temporal Cortex Activation in Humans Viewing Eye and Mouth Movements» in The Journal of Neuroscience, vol. 18, n. 6, pp. 2188–2199.
Pulvermüller, F., Assadollahi, R., Elbert, T. (2001), «Neuromagnetic evidence for early semantic access in word recognition» in Eur. J. Neurosci., vol. 13, pp. 201–205.
Pulvermüller, F., Hauk, O., Nikulin, V.V., Ilmoniemi, R.J. (2005a), «Functional links between motor and language systems» in Eur. J. Neurosci., vol. 21, pp. 793–797.
Pulvermüller, F., Shtyrov, S., Ilmoniemi, R.J. (2005b), «Brain signatures of meaning access in action word recognition» in J. Cogn. Neurosci., vol. 17, pp. 884–892.
Pulvermüller, F., Shtyrov, Y., Hauk, O. (2009), «Understanding in an instant: neurophysiological evidence for mechanistic circuits in the brain» in Brain Lang., vol. 110, pp. 81–94.
Rankin, B. (2004), «The importance of intentional socialization» in Early Childhood Education Journal, vol. 32, n. 2, pp. 81-85.
Rizzolatti, G., Arbib, M.A. (1998), «Language within our grasp» in Trends Neurosci., vol. vol. 21, pp. 188–194.
Rizzolatti, G., Camarda, R., Fogassi, L., Gentilucci, M., Luppino, G., Matelli, M. (1988), «Functional organization of inferior area 6 in the macaque monkey: II. Area F5 and the control of distal movements» in Exp. Brain Res., vol. 71, pp. 491–507.
Rizzolatti, G., Craighero, L. (2004), «The Mirror-Neuron System» in Annual Review of Neuroscience, vol. 27, pp. 169-192.
Sakreida, K., Schubotz, R.I., Wolfensteller, U., von Cramon, D.Y. (2005), «Motion class dependency in observers’ motor areas revealed by functional magnetic resonance imaging» in J. Neurosci., vol. 25, pp. 1335–1342.
Sato, M., Mengarelli, M., Riggio, L., Gallese, V., Buccino, G. (2008), «Task related modulation of the motor system during language processing» in Brain Lang., vol. 105, pp. 83–90.
Schmidt, R.A. (1991), Motor learning and performance: From principle to practice, Human Kinetics.
Scorolli, C., Jacquet, P.O., Binkofski, F., Nicoletti, R., Tessari, A., Borghi, A.M. (2012), «Abstract and concrete phrases processing differentially modulates cortico-spinal excitability» in Brain Res, vol. 1488, pp. 60–71.
Smyrnis, E., Ginns, P., Bobis, J. (2022), «Mimicking tracing actions enhances young children's mathematical learning» in Appl Cognit Psychol., vol. 36, pp. 1356–1364.
Stout, D., Chaminade, T. (2012), «Stone tools, language and the brain in human evolution» in Phil. Trans. R. Soc. B: Biol. Sci., vol. 367, pp. 75–87.
Szucs, D., Goswami, U. (2007), «Educational neuroscience: Defining a new discipline for the study of mental representations» in Mind, Brain and Education, vol. 1, pp. 114–127.
Tettamanti, M., Buccino, G., Saccuman, M.C., Gallese, V., Danna, M., Scifo, P., Fazio, F., Rizzolatti, G., Cappa, S.F., Perani, D. (2005), «Listening to action-related sentences activates fronto-parietal motor circuits» in J. Cogn. Neurosi., vol. 17, pp. 273–281.
Thomson, J., Goswami, U. (2008), «Rhythmic processing in children with developmental dyslexia: Auditory and motor rhythms link to reading and spelling» in Journal of Physiology Paris, vol. 102, pp. 120–129.
Tremblay, P., Sato, M., Small, S.L. (2012), «TMS induced modulation of action sentence priming in the ventral premotor cortex» in Neuropsychologia, vol. 50, pp. 319–326.
Tucker, M., Ellis, R. (2004), «Action priming by briefly presented objects» in Acta Psychol., vol. 116, pp. 185–203.
Umiltà, M.A., Kohler, E., Gallese, V., Fogassi, L., Fadiga, L., Keysers, C., and Rizzolatti, G. (2001), «I know what you are doing: A neurophysiological study» in Neuron, vol. 31, pp. 155–65.
Visani, E., Rossi Sebastiano, D., Duran, D., Garofalo, G., Magliocco, F., Silipo, F., Buccino, G. (2022a), «The semantics of natural objects and tools in the brain: A combined behavioral and MEG study» in Brain Sciences, vol. 12, p. 97.
Visani, E., Garofalo, G., Rossi Sebastiano, D., Duran, D., Craighero, L., Riggio L., Buccino, G. (2022b), «Grasping the semantic of actions: A combined behavioral and MEG study» in Frontiers in Human Neuroscience, vol. 16, p. 1008995
Vogt, S., Buccino, G., Wohlschläger, A.M., Canessa, N., Shah, N.J., Zilles, K., Eickhoff, S.B., Freund, H.J., Rizzolatti, G., Fink, G.R. (2007), «Prefrontal involvement in imitation learning of hand actions: effects of practice and expertise» in NeuroImage, vol. 37, pp. 1371–83.
Vygotskij, L.S. (1992), Educational Psychology. St. Lucie Press.
Vygotskij, L.S. (1986), Thought and Language. MIT Press.
Wang, J., Conder, J.A., Blitzer, D.N., Shinkareva, S.V. (2010), «Neural representation of abstract and concrete concepts: a meta-analysis of neuroimaging studies» in Hum. Brain Mapp., vol. 31, pp. 1459–1468.
Watkins, K.E., Strafella, A.P., Paus, T. (2003), «Seeing and hearing speech excites the motor system involved in speech production» in Neuropsychologia, vol. 41, pp. 989–994.
Whiten, A. (2021), «The burgeoning reach of animal culture» in Science, vol. 372, p. eabe6514.
Whiten, A., Caldwell, C.A., Mesoudi, A. (2016), «Cultural diffusion in humans and other animals» in Curr. Opin. Psychol., vol. 8, pp. 15–21.
Willingham, D.T. (2009), «Three problems in the marriage of neuroscience and education» in Cortex, vol. 45, pp. 544–545.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Works published in RIFL are released under Creative Commons Licence:Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
