In recent years, there has been a hot field in psychological research, embodied cognition, which has been extended to embodied emotion and even embodied morality. For example, if an individual listens to audio material with his head nodding, the quality of the headset will be better evaluated; If an individual shakes his head to listen to the audio material, the quality of the earphone will be worse. In short, embodied cognition is the phenomenon that individual's physical state affects individual's cognitive process; Embodied emotion is the phenomenon that individual's physical state affects individual's emotional experience; Embodied morality is the phenomenon that the individual's physical state affects the individual's moral performance (niedenthal et al., 2005).

The procedures and results of this kind of research are very interesting and have attracted wide attention. I have studied some literature and guided students to do corresponding research. Generally speaking, our own research results are often not as good as expected. As my enthusiasm receded, I pondered calmly, and suddenly realized that the study of embodied cognition, embodied emotion and embodied morality is actually forgetting the basic theory of psychology, and there is a loss and improper direction. Leniently speaking, such research can be available, but it should not be too many, and it should not be explored as a feature; Strictly speaking, this kind of research should not be done, otherwise, it is not likely to get stable research results.

Why? Because this kind of research does not conform to the spirit of Piaget's cognitive development theory.

Jean Piaget (1896-1980) divided the development of individual thinking into four stages: (1) perceptual motor stage (0-2 years old). Children mainly rely on feeling and action to understand the world around them, and mainly use intuitive action and action to solve problems（ 2) In the pre operation stage (2-7 years old), children's activities are no longer centered on the subject's body, and their cognition begins to show symbolic (or symbolic) functions. It is the process of eliminating their own center and having symbolic functions that makes the appearance or thinking possible（ 3) In the stage of concrete operation (7-12 years old), children's thinking has been reversible and conserved, but this kind of thinking operation is still inseparable from the support of concrete things（ 4) In the stage of formal operation (from 12 years old to adult), children begin to operate on abstract and representational materials at about 12 years old, instead of relying on concrete things (Evans, 2001).

From the above theory, we can know that after the age of 7, the individual no longer takes the body as the center, or the individual's cognitive activities including thinking are no longer based on the body experience. Therefore, the current embodied Research (embodied cognition, embodied emotion, embodied morality) which emphasizes the role of individual's body experience in cognition, emotion and morality, In fact, it does not conform to Piaget's cognitive development theory.

Of course, Piaget's cognitive development theory is integrated, that is, having a higher level of thinking ability does not mean that there is no lower level of thinking ability. Thus, even adults will have intuitive action thinking and concrete image thinking. However, for adults, abstract logical thinking is more commonly used. Therefore, we should not emphasize the significance of the embodied cognition corresponding to intuitive action thinking for adults.

To say the least, even though embodied cognition, embodied emotion and embodied morality are common, their proportion in cognition, emotion and morality is limited in adults. If adults have obvious embodied cognition, embodied emotion and embodied morality, then children of a certain age will be more prominent than adults' embodied cognition, embodied emotion and embodied morality. We should also focus on children's but not adults' embodied cognition, embodied emotion and embodied morality. In particular, according to Piaget's theory, in the process of individual development, we should and must gradually get rid of the limitations of the body and achieve a more flexible form of thinking. Therefore, embodied research is actually in the opposite direction, which seems to be retrogressive rather than forward.

For embodied cognition, embodied emotion and embodied morality, what is embodied? That is, is it the physical meaning or the psychological meaning of the body? There are many researches on the physical meaning of the body, and there are also researches on the psychological meaning of the body. In my opinion, we should study the psychological meaning of the body, that is, to endow individuals with various identities or roles. If that's the case, role playing works well - as Zimbardo's Stanford Prison experiment shows.

In short, if Piaget's theory of cognitive development is taken into account, then researchers will not be keen to carry out researches on embodied cognition, embodied emotion and embodied morality, at least not as indiscriminately as they are now. In any case, when carrying out psychological research, we should not forget some basic theories in psychology.