@prefix p66: <http://data.loterre.fr/ark:/67375/P66> .
@prefix skos: <http://www.w3.org/2004/02/skos/core#> .
@prefix isothes: <http://purl.org/iso25964/skos-thes#> .
@prefix dc: <http://purl.org/dc/terms/> .
@prefix uneskos: <http://purl.org/umu/uneskos#> .
@prefix rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#> .
@prefix xsd: <http://www.w3.org/2001/XMLSchema#> .

p66:-Homme
  skos:prefLabel "Human"@en, "Homme"@fr ;
  a isothes:ConceptGroup ;
  skos:member p66:-RG6RLV8Q-9 .

p66:-JJD2VTF4-H
  skos:prefLabel "effet d'exécution d'une action"@fr, "enactment effect"@en ;
  a skos:Concept ;
  skos:related p66:-RG6RLV8Q-9 .

p66:-MemoryAndEducationGroup
  skos:prefLabel "Thematic grouping Memory and Education"@en, "Regroupement thématique Mémoire et éducation"@fr ;
  a isothes:ConceptGroup ;
  skos:member p66:-RG6RLV8Q-9 .

p66:-Psychologie
  skos:prefLabel "Psychologie"@fr, "Psychology"@en ;
  a isothes:ConceptGroup ;
  skos:member p66:-RG6RLV8Q-9 .

p66:-TMHZZ0G7-F
  skos:prefLabel "embodied cognition"@en, "cognition incarnée"@fr ;
  a skos:Concept ;
  skos:narrower p66:-RG6RLV8Q-9 .

p66: a skos:ConceptScheme .
p66:-RG6RLV8Q-9
  skos:prefLabel "apprentissage incarné"@fr, "embodied learning"@en ;
  skos:definition "Approche en éducation mettant l'accent sur le rôle du corps et de ses interactions avec l'environnement (mouvements corporels, gestes, actions, etc.) dans les apprentissages."@fr, "An approach to education that emphasises the role of the body and its interactions with the environment (body movements, gestures, actions, etc.) in learning."@en ;
  dc:bibliographicCitation """<span class ="replaced2">	•	 Hegna, H. M., & Ørbæk, T. (2024). Traces of embodied teaching and learning: A review of empirical studies in higher education. Teaching in Higher Education, 29(2), 420–441.  <a href="https://doi.org/10.1080/13562517.2021.1989582">https://doi.org/10.1080/13562517.2021.1989582</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Document type</span>: <span class="versal">literature review</span></p> <p><span class="tooltip-prop">• Access</span>: <span class="versal">open</span></p>"""@en, """<span class ="replaced2">	•	 Macedonia, M. (2019). Embodied learning: Why at school the mind needs the body. Frontiers in Psychology, 10, 2098.  <a href="https://doi.org/10.3389/fpsyg.2019.02098">https://doi.org/10.3389/fpsyg.2019.02098</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Document type</span>: <span class="versal">literature review</span></p> <p><span class="tooltip-prop">• Access</span>: <span class="versal">open</span></p>"""@en, """<span class ="replaced2">	•	 Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3(1), 6.  <a href="https://doi.org/10.1186/s41235-018-0092-9">https://doi.org/10.1186/s41235-018-0092-9</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Type de document</span> : <span class="versal">revue de la littérature</span></p> <p><span class="tooltip-prop">• Accès</span> : <span class="versal">ouvert</span></p>"""@fr, """<span class ="replaced2">	•	 Clughen, L. (2024). ‘Embodiment is the future’: What is embodiment and is it the future paradigm for learning and teaching in higher education? Innovations in Education and Teaching International, 61(4), 735–747.  <a href="https://doi.org/10.1080/14703297.2023.2215226">https://doi.org/10.1080/14703297.2023.2215226</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Document type</span>: <span class="versal">literature review</span></p> <p><span class="tooltip-prop">• Access</span>: <span class="versal">open</span></p>"""@en, """<span class ="replaced2">	•	 Macedonia, M. (2019). Embodied learning: Why at school the mind needs the body. Frontiers in Psychology, 10, 2098.  <a href="https://doi.org/10.3389/fpsyg.2019.02098">https://doi.org/10.3389/fpsyg.2019.02098</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Type de document</span> : <span class="versal">revue de la littérature</span></p> <p><span class="tooltip-prop">• Accès</span> : <span class="versal">ouvert</span></p>"""@fr, """<span class ="replaced2">	•	 Bara, F., & Tricot, A. (2017). Le rôle du corps dans les apprentissages symboliques: apports des théories de la cognition incarnée et de la charge cognitive. Recherches Sur La Philosophie et Le Langage, 33, 219–249.</span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Document type</span>: <span class="versal">literature review</span></p> <p><span class="tooltip-prop">• Access</span>: <span class="versal">closed</span></p>"""@en, """<span class ="replaced2">	•	 Labat, H., Ecalle, J., & Magnan, A. (2021). Cognition incarnée et éducation: comment l’expérience sensori-motrice stimule l’apprentissage de la lecture-écriture ? Intellectica, 74(1), 253–270.  <a href="https://doi.org/10.3406/intel.2021.1993">https://doi.org/10.3406/intel.2021.1993</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Type de document</span> : <span class="versal">revue de la littérature</span></p> <p><span class="tooltip-prop">• Accès</span> : <span class="versal">ouvert</span></p>"""@fr, """<span class ="replaced2">	•	 Hegna, H. M., & Ørbæk, T. (2024). Traces of embodied teaching and learning: A review of empirical studies in higher education. Teaching in Higher Education, 29(2), 420–441.  <a href="https://doi.org/10.1080/13562517.2021.1989582">https://doi.org/10.1080/13562517.2021.1989582</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Type de document</span> : <span class="versal">revue de la littérature</span></p> <p><span class="tooltip-prop">• Accès</span> : <span class="versal">ouvert</span></p>"""@fr, """<span class ="replaced2">	•	 Bara, F., & Tricot, A. (2017). Le rôle du corps dans les apprentissages symboliques: apports des théories de la cognition incarnée et de la charge cognitive. Recherches Sur La Philosophie et Le Langage, 33, 219–249.</span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Type de document</span> : <span class="versal">revue de la littérature</span></p> <p><span class="tooltip-prop">• Accès</span> : <span class="versal">fermé</span></p>"""@fr, """<span class ="replaced2">	•	 Labat, H., Ecalle, J., & Magnan, A. (2021). Cognition incarnée et éducation: comment l’expérience sensori-motrice stimule l’apprentissage de la lecture-écriture ? Intellectica, 74(1), 253–270.  <a href="https://doi.org/10.3406/intel.2021.1993">https://doi.org/10.3406/intel.2021.1993</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Document type</span>: <span class="versal">literature review</span></p> <p><span class="tooltip-prop">• Access</span>: <span class="versal">open</span></p>"""@en, """<span class ="replaced2">	•	 Clughen, L. (2024). ‘Embodiment is the future’: What is embodiment and is it the future paradigm for learning and teaching in higher education? Innovations in Education and Teaching International, 61(4), 735–747.  <a href="https://doi.org/10.1080/14703297.2023.2215226">https://doi.org/10.1080/14703297.2023.2215226</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Type de document</span> : <span class="versal">revue de la littérature</span></p> <p><span class="tooltip-prop">• Accès</span> : <span class="versal">ouvert</span></p>"""@fr, """<span class ="replaced2">	•	 Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3(1), 6.  <a href="https://doi.org/10.1186/s41235-018-0092-9">https://doi.org/10.1186/s41235-018-0092-9</a></span> <span class="reified-property-value xl-pref-label tooltip-html"><p><img src="resource/pics/infoBlue.png"/>	</p><div class="reified-tooltip tooltip-html-content"><p><span class="tooltip-prop">• Document type</span>: <span class="versal">literature review</span></p> <p><span class="tooltip-prop">• Access</span>: <span class="versal">open</span></p>"""@en ;
  a skos:Concept ;
  skos:broader p66:-TMHZZ0G7-F ;
  uneskos:memberOf p66:-Psychologie, p66:-MemoryAndEducationGroup, p66:-Homme ;
  skos:inScheme p66: ;
  dc:creator "Frank Arnould"^^rdf:PlainLiteral ;
  skos:related p66:-JJD2VTF4-H ;
  dc:created "2024-10-25"^^xsd:date ;
  dc:modified "2024-10-25"^^xsd:date .