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Embodied cognition and linguistic comprehension

机译：体现的认知和语言理解

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摘要

Traditionally, the language faculty was supposed to be a device that maps linguistic inputs to semantic or conceptual representations. These representations themselves were supposed to be distinct from the representations manipulated by the hearer's perceptual and motor systems. Recently this view of language has been challenged by advocates of embodied cognition. Drawing on empirical studies of linguistic comprehension, they have proposed that the language faculty reuses the very representations and processes deployed in perceiving and acting. I review some of the evidence and arguments in favor of the embodied view of language comprehension, and argue that none of it is conclusive. Moreover, the embodied view itself blurs two important distinctions: first, the distinction between linguistic comprehension and its typical consequences; and second, the distinction between representational content and vehicles. Given that these distinctions are well-motivated, we have good reason to reject the embodied view of linguistic understanding.
机译：传统上，语言学院被认为是一种将语言输入映射到语义或概念表示的设备。这些表示本身应该与听众的感知和运动系统操纵的表示不同。最近，这种语言观点已经受到体现认知的拥护者的挑战。他们基于对语言理解的实证研究，提出语言系教师会重用在感知和行动中部署的表征和过程。我回顾了一些证据和论据，以支持语言理解的体现观点，并认为它们都不是结论性的。而且，体现的观点本身模糊了两个重要的区别：第一，语言理解与典型后果之间的区别；第二，代表性内容和媒介之间的区别。鉴于这些区别是有动机的，因此我们有充分的理由拒绝语言理解的具体观点。

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