An Embodied Tutoring System for Literal vs. Metaphorical Concepts

Sionti M, Schack T, Aloimonos Y (2018)
FRONTIERS IN PSYCHOLOGY 9: 2254.

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In this paper we combine motion captured data with linguistic notions (preliminary study) in a game-like tutoring system (study 1), in order to help elementary school students to better differentiate literal from metaphorical uses of motion verbs, based on embodied information. In addition to the thematic goal, we intend to improve young students' attention and spatiotemporal memory, by presenting sensorimotor data experimentally collected from thirty two participants in our motion capturing labs. Furthermore, we examine the accomplishment of tutor's goals and compare them to curriculum's approach (study 2). Sixty nine elementary school students were randomly divided in two experimental groups (game-like and traditional) and one control group, which did not undergo an intervention. All groups were tested in pre and post-tests. Even though the diagnostic pretests present a uniform picture, two way analysis of variance suggests that the experimental groups showed progress in post-tests and, more specifically, game-like group showed less wrong answers in the linguistics task and higher learning achievements compared to the other two groups. Furthermore, in the game-like condition the participants needed gradually shorter period of time to identify the avatar's actions. This finding was considered as a first indication of attentional and spatiotemporal memory's improvement, while the tutor's assistance features cultivated students' metacognitive perception.
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FRONTIERS IN PSYCHOLOGY
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9
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2254
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Article Processing Charge funded by the Deutsche Forschungsgemeinschaft and the Open Access Publication Fund of Bielefeld University.
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Sionti M, Schack T, Aloimonos Y. An Embodied Tutoring System for Literal vs. Metaphorical Concepts. FRONTIERS IN PSYCHOLOGY. 2018;9: 2254.
Sionti, M., Schack, T., & Aloimonos, Y. (2018). An Embodied Tutoring System for Literal vs. Metaphorical Concepts. FRONTIERS IN PSYCHOLOGY, 9, 2254. doi:10.3389/fpsyg.2018.02254
Sionti, M., Schack, T., and Aloimonos, Y. (2018). An Embodied Tutoring System for Literal vs. Metaphorical Concepts. FRONTIERS IN PSYCHOLOGY 9:2254.
Sionti, M., Schack, T., & Aloimonos, Y., 2018. An Embodied Tutoring System for Literal vs. Metaphorical Concepts. FRONTIERS IN PSYCHOLOGY, 9: 2254.
M. Sionti, T. Schack, and Y. Aloimonos, “An Embodied Tutoring System for Literal vs. Metaphorical Concepts”, FRONTIERS IN PSYCHOLOGY, vol. 9, 2018, : 2254.
Sionti, M., Schack, T., Aloimonos, Y.: An Embodied Tutoring System for Literal vs. Metaphorical Concepts. FRONTIERS IN PSYCHOLOGY. 9, : 2254 (2018).
Sionti, Marietta, Schack, Thomas, and Aloimonos, Yiannis. “An Embodied Tutoring System for Literal vs. Metaphorical Concepts”. FRONTIERS IN PSYCHOLOGY 9 (2018): 2254.
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42 References

Daten bereitgestellt von Europe PubMed Central.

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Boulenger V, Hauk O, Pulvermuller F., Cereb. Cortex 19(8), 2008
PMID: 19068489
Disembodying cognition.
Chatterjee A., Lang Cogn 2(1), 2010
PMID: 20802833
The Brain's concepts: the role of the Sensory-motor system in conceptual knowledge.
Gallese V, Lakoff G., Cogn Neuropsychol 22(3), 2005
PMID: 21038261
The roles of body and mind in abstract thought.
Boroditsky L, Ramscar M., Psychol Sci 13(2), 2002
PMID: 11934006
Neuroanatomical distribution of five semantic components of verbs: evidence from fMRI.
Kemmerer D, Castillo JG, Talavage T, Patterson S, Wiley C., Brain Lang 107(1), 2007
PMID: 17977592
Perception of biological motion: a stimulus set of human point-light actions.
Vanrie J, Verfaillie K., Behav Res Methods Instrum Comput 36(4), 2004
PMID: 15641407
Grounded cognition.
Barsalou LW., Annu Rev Psychol 59(), 2008
PMID: 17705682
Subconfigurations of the human form in the perception of biological motion displays.
Pinto J, Shiffrar M., Acta Psychol (Amst) 102(2-3), 1999
PMID: 10504885
Person identification from biological motion: effects of structural and kinematic cues.
Troje NF, Westhoff C, Lavrov M., Percept Psychophys 67(4), 2005
PMID: 16134460
Dynamic assessment and response to intervention: two sides of one coin.
Grigorenko EL., J Learn Disabil 42(2), 2008
PMID: 19073895
Embodied language: a review of the role of the motor system in language comprehension.
Fischer MH, Zwaan RA., Q J Exp Psychol (Hove) 61(6), 2008
PMID: 18470815
Metaphorically feeling: comprehending textural metaphors activates somatosensory cortex.
Lacey S, Stilla R, Sathian K., Brain Lang 120(3), 2012
PMID: 22305051
Premotor cortex and the recognition of motor actions.
Rizzolatti G, Fadiga L, Gallese V, Fogassi L., Brain Res Cogn Brain Res 3(2), 1996
PMID: 8713554
Perception of human motion.
Blake R, Shiffrar M., Annu Rev Psychol 58(), 2007
PMID: 16903802
Biological motion shown backwards: the apparent-facing effect.
Pavlova M, Krageloh-Mann I, Birbaumer N, Sokolov A., Perception 31(4), 2002
PMID: 12018789
Somatotopic representation of action words in human motor and premotor cortex.
Hauk O, Johnsrude I, Pulvermuller F., Neuron 41(2), 2004
PMID: 14741110
Metaphor: Bridging embodiment to abstraction.
Jamrozik A, McQuire M, Cardillo ER, Chatterjee A., Psychon Bull Rev 23(4), 2016
PMID: 27294425
From novel to familiar: tuning the brain for metaphors.
Cardillo ER, Watson CE, Schmidt GL, Kranjec A, Chatterjee A., Neuroimage 59(4), 2011
PMID: 22155328

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