We are recognizing increasingly that the study of cognitive, social, and emotional processes must account for their embodiment in living, acting beings. The related field of embodied cognition (EC) has coalesced around dissatisfaction with the lack of attention to the body in cognitive science. For developmental scientists, the emphasis in the literature on adult EC on the role of the body in cognition may not seem particularly novel, given that bodily action was central to Piaget's theory of cognitive development. However, as the influence of the Piagetian account waned, developmental notions of embodiment were shelved in favor of mechanical computational approaches. In this article, I argue that by reconsidering embodiment, we can address a key issue with computational accounts: How meaning is constructed by the developing person. I also suggest that the process‐relational approach to developmental systems can provide a system of concepts for framing a fully embodied, integrative developmental science.

中文翻译：

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体现和人类发展。

我们越来越认识到，对认知，社会和情感过程的研究必须说明它们在生活，行为众生中的体现。体现性认知（EC）的相关领域围绕着对认知科学缺乏对身体关注的不满。对于发育科学家来说，鉴于身体作用是伯爵（Piaget）认知发展理论的核心，在成人EC文献中强调身体在认知中的作用似乎并不是特别新颖。但是，随着伯爵式帐户的影响减弱，实施的发展观念被搁置起来，而倾向于采用机械计算方法。在本文中，我认为，通过重新考虑实施方式，我们可以解决计算帐户中的一个关键问题：开发人员如何构造意义。