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Journal articles on the topic 'Enactive cognitive science'
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Roesch, Etienne B., Slawomir Nasuto, and J. Mark Bishop. "Foundations of enactive cognitive science." Adaptive Behavior 21, no. 3 (June 2013): 139–41. http://dx.doi.org/10.1177/1059712313483418.
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Carvalho, Leonardo Lana de, Denis James Pereira, and Sophia Andrade Coelho. "Origins and evolution of enactive cognitive science: Toward an enactive cognitive architecture." Biologically Inspired Cognitive Architectures 16 (April 2016): 169–78. http://dx.doi.org/10.1016/j.bica.2015.09.010.
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Villalobos, Mario. "Enactive cognitive science: revisionism or revolution?" Adaptive Behavior 21, no. 3 (May 2013): 159–67. http://dx.doi.org/10.1177/1059712313482953.
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Je, Hui Seon. "A study on the Development of a tool for measuring young children's self-esteem: enactive cognition perspective." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 529–48. http://dx.doi.org/10.22251/jlcci.2022.22.23.529.
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Objectives The purpose of this study is to develop a tool to interpret and measure children's self-esteem from the enactive perspective of embodied cognition, which is a new perspective in cognitive science. Methods To this end, through a literature study on the cognitive science of Enactive cognition and the self-esteem of young children, the self-esteem of young children can be interpreted from the viewpoint of enactive cognition. And iIn addition, three teachers were interviewed about how young children’s self-esteem was revealed during the daily routine of educational institutions. Based on the interview and literature research results, expert relevance tests were conducted on the items and drafts of the children's enactive self-esteem measurement tool developed by the researcher. Results Through this, a tool to measure children's enactive self-esteem was developed with 3 factors and 32 items. Conclusions This study is significant in that it not only presents a new perspective to observe and evaluate young children's self-esteem, but also develops a tool that can reliably and properly measure children's self-esteem.
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Soto-Andrade, Jorge, Daniela Díaz-Rojas, and Amaranta Valdés-Zorrilla. "Embodiment and metaphorising in the learning of mathematics." IOP Conference Series: Materials Science and Engineering 1261, no. 1 (October 1, 2022): 012021. http://dx.doi.org/10.1088/1757-899x/1261/1/012021.
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Abstract In this paper we undertake a critical reading of the Ouroboric (circular) relationship between the guiding metaphors of artificial intelligence and those of natural human intelligence, which has evolved from a vicious circle, triggered by the metaphorising of cognition as information processing, to a virtuous one, fostered by the advent of the embodied and enactive turn in cognitive science. We describe then our own experimental and theoretical approach to mathematical thinking and learning, where metaphorization plays a key role, besides embodiment and enaction. We comment on some concrete examples of mathematical thinking with different types of learners, in combinatorics, arithmetic, geometry and probability, where idiosyncratic metaphorization emerges and enacting and embodiment make a dramatic difference. We outline finally some significant challenges to contemporary AI, cognitive sciences, and mathematics proper, suggested by our examples. These challenges involve metaphorising as the tip of the iceberg in human cognition, metaphorising in intelligent systems, Ouroboric circularity, mathematical collective improvisation as an analogue of musical improvisation, group creativity and human swarm intelligence.
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Di Paolo, Ezequiel A., and Hanne De Jaegher. "Enactive Ethics: Difference Becoming Participation." Topoi 41, no. 2 (October 11, 2021): 241–56. http://dx.doi.org/10.1007/s11245-021-09766-x.
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AbstractEnactive cognitive science combines questions in epistemology, ontology, and ethics by conceiving of bodies as open-ended and mutually transforming through activity. While enaction is not a theory of ethics, it can contribute to its foundations. We present a schematization of enactive ideas that underlie traditional distinctions between Being, Knowing, and Doing. Ethics in this scheme begins in the relation between knowing and becoming. Critical of dichotomous thinking, we approach the questions of alterity and ethical reality. Alterity is relevant to the enactive approach, but not in the radical sense of transcendental arguments. We propose difference, instead, as a more generative concept. Following Simondon, we see norms and values manifest in webs of past and future acts together with their potentialities for becoming. We propose a transindividual concept of moral attunement that includes ethical know-how and consciousness raising. Through generative difference and attunement to configurations of becoming, enaction underpins an ethics of participation linking virtue ethics and ethics of care.
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Vizcaya, Susana Ramírez. "Reseña: Cappuccio, M.; T. Froese, T, eds. 2014. Enactive Cognition at the Edge of Sense-making. Making Sense of Non-sense. Basingstoke, Hampshire: Palgrave Macmillan. New Directions in Philosophy and Cognitive Science, 317 pp." Open Insight 9, no. 15 (January 2, 2018): 305. http://dx.doi.org/10.23924/oi.v9n15a2018.pp305-319.248.
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Reseña de Cappuccio, M.; T. Froese, T, eds. 2014. Enactive Cognition at the Edge of Sense-making. Making Sense of Non-sense. Basingstoke, Hampshire: Palgrave Macmillan. New Directions in Philosophy and Cognitive Science, 317 pp.
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Froese, Tom, and Shaun Gallagher. "Getting interaction theory (IT) together." Interaction Studies 13, no. 3 (December 19, 2012): 436–68. http://dx.doi.org/10.1075/is.13.3.06fro.
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We argue that progress in our scientific understanding of the ‘social mind’ is hampered by a number of unfounded assumptions. We single out the widely shared assumption that social behavior depends solely on the capacities of an individual agent. In contrast, both developmental and phenomenological studies suggest that the personal-level capacity for detached ‘social cognition’ (conceived as a process of theorizing about and/or simulating another mind) is a secondary achievement that is dependent on more immediate processes of embodied social interaction. We draw on the enactive approach to cognitive science to further clarify this strong notion of ‘social interaction’ in theoretical terms. In addition, we indicate how this interaction theory (IT) could eventually be formalized with the help of a dynamical systems perspective on the interaction process, especially by making use of evolutionary robotics modeling. We conclude that bringing together the methods and insights of developmental, phenomenological, enactive and dynamical approaches to social interaction can provide a promising framework for future research. Keywords: theory of mind; cognitive science; phenomenology; embodied cognition; dynamical systems theory; enactive approach; social cognition; interaction theory; evolutionary robotics
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Crippen, Matthew. "Embodied Cognition and Perception: Dewey, Science and Skepticism." Contemporary Pragmatism 14, no. 1 (May 30, 2017): 112–34. http://dx.doi.org/10.1163/18758185-01401007.
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This article examines how Modern theories of mind remain even in some materialistic and hence ontologically anti-dualistic views; and shows how Dewey, anticipating Merleau-Ponty and 4E cognitive scientists, repudiates these theories. Throughout I place Dewey’s thought in the context of scientific inquiry, both recent and historical and including the cognitive as well as traditional sciences; and I show how he incorporated sciences of his day into his thought, while also anticipating enactive cognitive science. While emphasizing Dewey’s continued relevance, my main goal is to show how his scientifically informed account of perception and cognition combats skepticism propagated by certain scientific visions, exacerbated by commonplace notions about mind, that jointly suggest that human beings lack genuine access to reality.
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Rostowski, Adam. "Freedom: An enactive possibility." Human Affairs 32, no. 4 (October 1, 2022): 427–38. http://dx.doi.org/10.1515/humaff-2022-0037.
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Abstract In Freedom: An Impossible Reality (FAIR), Raymond Tallis finds room in a law-abiding universe for a uniquely human form of agency, capable of envisioning and pursuing genuinely open possibilities, thereby deflecting rather than merely inflecting the course of events, in accordance with self-owned intentions, reasons and goals. He argues that the genuinely free human pursuit of such propositional attitudes depends on our acting from a “virtual outside”, at an epistemic distance from the physical world that reveals not only what is the case, but that it is the case. The enactive approach in cognitive science and philosophy of mind aims to supersede the cognitivist traditional that has long dominated the field, by reframing cognition as an agentʼs immediate, embodied engagement with its environment. In an appendix of FAIR, Tallis argues that this approach risks both eliminating propositional attitudes, and collapsing the epistemic distance between agent and world. He concludes that if enactive theorists are to distinguish between genuinely pursuing an intention and merely responding to a stimulus, their corrective to cognitivism is in need of a correction of its own. This paper argues that such a correction is already to be found within the enactive literature, and furthermore, that it bears striking similarities to Tallis own account of what makes human agency unique. It is therefore concluded that the case for freedom set out in FAIR is compatible with the enactive approach.
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Froese, Tom, and Ezequiel A. Di Paolo. "The enactive approach." Pragmatics and Cognition 19, no. 1 (July 26, 2011): 1–36. http://dx.doi.org/10.1075/pc.19.1.01fro.
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There is a small but growing community of researchers spanning a spectrum of disciplines which are united in rejecting the still dominant computationalist paradigm in favor of the enactive approach. The framework of this approach is centered on a core set of ideas, such as autonomy, sense-making, emergence, embodiment, and experience. These concepts are finding novel applications in a diverse range of areas. One hot topic has been the establishment of an enactive approach to social interaction. The main purpose of this paper is to serve as an advanced entry point into these recent developments. It accomplishes this task in a twofold manner: (i) it provides a succinct synthesis of the most important core ideas and arguments in the theoretical framework of the enactive approach, and (ii) it uses this synthesis to refine the current enactive approach to social interaction. A new operational definition of social interaction is proposed which not only emphasizes the cognitive agency of the individuals and the irreducibility of the interaction process itself, but also the need for jointly co-regulated action. It is suggested that this revised conception of ‘socio-cognitive interaction’ may provide the necessary middle ground from which to understand the confluence of biological and cultural values in personal action.
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Klin, Ami, Warren Jones, Robert Schultz, and Fred Volkmar. "The enactive mind, or from actions to cognition: lessons from autism." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, no. 1430 (February 28, 2003): 345–60. http://dx.doi.org/10.1098/rstb.2002.1202.
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Normative–IQ individuals with autism are capable of solving explicit social cognitive problems at a level that is not matched by their ability to meet the demands of everyday social situations. The magnitude of this discrepancy is now being documented through newer techniques such as eye tracking, which allows us to see and measure how individuals with autism search for meaning when presented with naturalistic social scenes. This paper offers an approach to social cognitive development intended to address the above discrepancy, which is considered a key element for any understanding of the pathophysiology of autism. This approach, called the enactive mind (EM), originates from the emerging work on ‘embodied cognitive science’, a neuroscience framework that views cognition as bodily experiences accrued as a result of an organism's adaptive actions upon salient aspects of the surrounding environment. The EM approach offers a developmental hypothesis of autism in which the process of acquisition of embodied social cognition is derailed early on, as a result of reduced salience of social stimuli and concomitant enactment of socially irrelevant aspects of the environment.
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Martín, A. M., M. J. Ávila, and F. Aguayo. "Enactive manufacturing through cyber-physical systems: a step beyond cognitive manufacturing." IOP Conference Series: Materials Science and Engineering 1193, no. 1 (October 1, 2021): 012045. http://dx.doi.org/10.1088/1757-899x/1193/1/012045.
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Abstract Cognitive manufacturing, as a paradigm for providing intelligence to manufacturing systems and enabling interaction with operators presents limitations. Manufacturing system requires to be adaptive to machine tools, manufacturing environments and operators. In this line, the enactive approach to cognitive science provides a paradigm for the design of new biologically inspired cognitive architectures. Likewise, the advantages of Key Enabling Technologies and the concept of Industry 4.0 reveal new opportunities for increasing industrial innovation and developing sustainable industrial environments. These technologies are appropriated to overcome the limitations of cognitive manufacturing, because they can achieve the integration of physical and digital systems focused on cyber-physical systems. In this work, an architecture for the sustainable development of enactive manufacturing systems based on holonic paradigm is proposed and its main associated informational model is described.
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Geisshuesler, Flavio A. "The 7E Model of the Human Mind: Articulating a Plastic Self for the Cognitive Science of Religion." Journal of Cognition and Culture 19, no. 5 (November 8, 2019): 450–76. http://dx.doi.org/10.1163/15685373-12340069.
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AbstractThis article proposes a 7E model of the human mind, which was developed within the cognitive paradigm in religious studies and its primary expression, the Cognitive Science of Religion (CSR). This study draws on the philosophically most sophisticated currents in the cognitive sciences, which have come to define the human mind through a 4E model as embodied, embedded, enactive, and extended. Introducing Catherine Malabou’s concept of “plasticity,” the study not only confirms the insight of the 4E model of the self as a decentered system, but it also recommends two further traits of the self that have been overlooked in the cognitive sciences, namely the negativity of plasticity and the tension between giving and receiving form. Finally, the article matures these philosophical insights to develop a concrete model of the religious mind, equipping it with three further Es, namely emotional, evolved, and exoconscious.
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Barrett, Nathaniel. "On the nature and origins of cognition as a form of motivated activity." Adaptive Behavior 28, no. 2 (January 23, 2019): 89–103. http://dx.doi.org/10.1177/1059712318824325.
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A fundamental challenge for enactive theory and other radical varieties of non-representational “E cognition” is to reconceive the end-directed character of cognitive activity in naturally emergent but also experientially adequate terms. In short, it is necessary to show how cognitive activity is motivated. In this article, I present a preliminary analysis of the nature of motivation and the challenge that it presents to cognitive science. I make the case that a theory of motivation is a critical desideratum for dynamical theories of cognition, especially insofar as they understand cognition as a self-organized and “soft assembled” process. Finally, I propose that a branch of ecological psychology that conceives of cognition as a special variety of “dissipative adaptation” offers a promising framework for confronting this challenge.
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Silva, Marcos, Carlos Brito, and Francicleber Ferreira. "Review to Daniel Hutto and Erik Myin’s Evolving Enactivism: Basic Minds Meet Content. MIT Press, 2017." Princípios: Revista de Filosofia (UFRN) 26, no. 51 (September 30, 2019): 385–402. http://dx.doi.org/10.21680/1983-2109.2019v26n51id16474.
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In this review, Hutto and Myin’s new book “Evolving Enactivism: Basic Minds Meet Content” (2017) is critically presented. Although they do not provide a detailed cognitive science theory based on their Radical Enactive approach, one may say that Hutto and Myin originally address the perennial philosophical issue about our nature as human beings giving an impossible-to-neglect enactivist contribution to the current state-of-art in the discussion concerning embodied cognition.
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Thompson, Evan, and Francisco J. Varela. "Autopoiesis and Lifelines: The importance of origins." Behavioral and Brain Sciences 22, no. 5 (October 1999): 909–10. http://dx.doi.org/10.1017/s0140525x99482202.
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Lifelines provides a useful corrective to “ultra-Darwinism” but it is marred by its failure to cite its scientific predecessors. Rose's argument could have been strengthened by taking greater account of the theory of autopoiesis in biology and of enactive cognitive science.
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Fingerhut, Joerg, and Katrin Heimann. "Enacting Moving Images." Projections 16, no. 1 (March 1, 2022): 105–23. http://dx.doi.org/10.3167/proj.2022.160107.
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This article highlights ways to relate psychology, neuroscience, and film theory that are underrepresented in the current debate and that could contribute to a new cognitive media theory. First, we outline how neuroscientific approaches to moving images could be embedded in the embodied, enactive cognition framework and recent predictive processing theories of the brain. Within this framework, we understand filmic engagement as a specific way of worldmaking, which is co-constituted by formal elements such as framing, camerawork, and editing. Second, we address experimental progress. Here we weigh the promises and perils of neuroscientific studies by discussing the motor neuron account to camera movements as an example. Based on the limitations we identify, we advocate for a multi-method study of film experience that brings cognitive science into dialogue with philosophical accounts and qualitative in-depth explorations of subjective experience.
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Robinson, Douglas. "Reframing translational norm theory through 4EA cognition." Translation, Cognition & Behavior 3, no. 1 (May 13, 2020): 122–42. http://dx.doi.org/10.1075/tcb.00037.rob.
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Abstract Norm theory was invented in 1986, by Daniel Kahneman and Dale T. Miller, as a decision-science subdiscipline of psychology, but with close connections with emerging embodied, embedded, enactive, extended and affective (4EA) cognitive science. Notably, they gave affective response a key role in marking not only the intensity but the cognitive load of norm-formative decision-making. A few years later, in the early 1990s, Gideon Toury, Andrew Chesterman, and other translation scholars began to theorize translational norms—with a very different model that apparently owed nothing to Kahneman and Miller’s pioneering work. In translational norm theory, norms are established based on the rational work of competent professionals, and anyone who doesn’t simply obey those norms cannot be considered a professional. This article rethinks translational norm theory using not only Kahneman & Miller but the later convergence of Merleau-Ponty’s lived experience with cognitive science in 4EA cognition.
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Birhane, Abeba. "The Impossibility of Automating Ambiguity." Artificial Life 27, no. 1 (2021): 44–61. http://dx.doi.org/10.1162/artl_a_00336.
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Abstract On the one hand, complexity science and enactive and embodied cognitive science approaches emphasize that people, as complex adaptive systems, are ambiguous, indeterminable, and inherently unpredictable. On the other, Machine Learning (ML) systems that claim to predict human behaviour are becoming ubiquitous in all spheres of social life. I contend that ubiquitous Artificial Intelligence (AI) and ML systems are close descendants of the Cartesian and Newtonian worldview in so far as they are tools that fundamentally sort, categorize, and classify the world, and forecast the future. Through the practice of clustering, sorting, and predicting human behaviour and action, these systems impose order, equilibrium, and stability to the active, fluid, messy, and unpredictable nature of human behaviour and the social world at large. Grounded in complexity science and enactive and embodied cognitive science approaches, this article emphasizes why people, embedded in social systems, are indeterminable and unpredictable. When ML systems “pick up” patterns and clusters, this often amounts to identifying historically and socially held norms, conventions, and stereotypes. Machine prediction of social behaviour, I argue, is not only erroneous but also presents real harm to those at the margins of society.
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Froese, Tom. "From Second-order Cybernetics to Enactive Cognitive Science: Varela's Turn From Epistemology to Phenomenology." Systems Research and Behavioral Science 28, no. 6 (October 24, 2011): 631–45. http://dx.doi.org/10.1002/sres.1116.
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Irwin, Louis N., and Brian A. Irwin. "Place and Environment in the Ongoing Evolution of Cognitive Neuroscience." Journal of Cognitive Neuroscience 32, no. 10 (October 2020): 1837–50. http://dx.doi.org/10.1162/jocn_a_01607.
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Cognitive science today increasingly is coming under the influence of embodied, embedded, extended, and enactive perspectives, superimposed on the more traditional cybernetic, computational assumptions of classical cognitive research. Neuroscience has contributed to a greatly enhanced understanding of brain function within the constraints of the traditional cognitive science approach, but interpretations of many of its findings can be enriched by the newer alternative perspectives. Here, we note in particular how these frameworks highlight the cognitive requirements of an animal situated within its particular environment, how the coevolution of an organism's biology and ecology shape its cognitive characteristics, and how the cognitive realm extends beyond the brain of the perceiving animal. We argue that these insights of the embodied cognition paradigm reveal the central role that “place” plays in the cognitive landscape and that cognitive scientists and philosophers alike can gain from paying heed to the importance of a concept of place. We conclude with a discussion of how this concept can be applied with respect to cognitive function, species comparisons, ecologically relevant experimental designs, and how the “hard problem” of consciousness might be approached, among its other implications.
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Cuffari, Elena Clare, Ezequiel A. Di Paolo, and Hanne De Jaegher. "Letting language be: reflections on enactive method." Filosofia Unisinos 22, no. 1 (March 15, 2021): 117–24. http://dx.doi.org/10.4013/fsu.2021.221.14.
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Prompted by our commentators, we take this response as an opportunity to clarify the premises, attitudes, and methods of our enactive approach to human languaging. We high-light the need to recognize that any investigation, particularly one into language, is always a concretely situated and self-grounding activity; our attitude as researchers is one of knowing as engagement with our subject matter. Our task, formulating the missing categories that can bridge embodied cognitive science with language research, requires avoiding premature abstractions and clarifying the multiple circularities at play. Our chosen method is dialectical, which has prompted several interesting observations that we respond to, particularly with respect to what this method means for enactive epistemology and ontology. We also clarify the important question of how best to conceive of the variety of social skills we progressively identify with our method and are at play in human languaging. Are these skills socially constituted or just socially learned? The difference, again, leads to a clarification that acts, skills, actors, and interactions are to be conceived as co-emerging categories. We illustrate some of these points with a discussion of an example of aspects of the model at play in a study of gift giving in China.Keywords: Enactive epistemology, Enactive ontology, Dialectics, languaging, Shared know-how.
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Bar, Roi. "The Forgotten Phenomenology: “Enactive Perception” in the Eyes of Husserl and Merleau-Ponty." Journal of French and Francophone Philosophy 28, no. 1 (June 15, 2020): 53–72. http://dx.doi.org/10.5195/jffp.2020.928.
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Phenomenology is not dead yet, at least not from the viewpoint of the “phenomenology-friendly”approach to the mind that has recently emerged in cognitive science: the “enactive approach” or “enactivism.” This approach takes the mental capacities, such as perception, consciousness and cognition, to be the result of the interaction between the brain, the body and the environment. In this, it offers an alternative to reductionist explanations of the mental in terms of brain activities, like cognitivism, especially computationalism, while overcoming the Cartesian dualism mind-world. What makes this approach so fruitful for a renewed philosophical consideration is its ongoing reference to Husserl’s and Merleau-Ponty’s phenomenologies. It was said to be “consistent with Husserl and Merleau-Ponty on virtually every point,” to be the “revival” of phenomenology, even a “Kuhnian revolution.” Evan Thompson argues that this approach “uses phenomenology to explicate mind science and mind science to explicate phenomenology. Concepts such as lived body, organism, bodily selfhood and autonomous agency, the intentional arc and dynamic sensorimotor dependencies, can thus become mutually illuminating rather than merely correlational concepts.” The phenomenological works seem to strike a chord with the enactive theorists. Are we witnessing the dawn of “The new Science of the Mind”?
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Cadena Alvear, Itzel, and Melina Gastelum Vargas. "A radical embodied perspective of autism: towards ethical, and inclusive views for cognitive diversities." Resistances. Journal of the Philosophy of History 3, no. 6 (December 8, 2022): e210101. http://dx.doi.org/10.46652/resistances.v3i6.101.
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Autism Spectrum Disorders have been defined as a group of developmental conditions that affect the capacity to interact with the physical and social environment, among others. A core feature of autism is the presence of restricted and repetitive behaviors that vary in complexity, form, and frequency throughout life history. These core features have traditionally been defined as impairments that interfere with communication competence. From an embodied approach, however, these actions could be seen as characteristic ways of interacting with the world. In this sense, we take an enactive and embodied approach to cognition in which we conceive cognitive agents as sensorimotor systems whose perception-action occurs in terms of affordances. This framework provides an integrative view of autism considering affectivity, perception, action, exploration, and interaction within a complex and dynamic dimension. Following this, we propose different applications based on embodied, intercultural, and feminist epistemologies, to understand and participate with autistic and cognitively diverse populations. The change in theoretical and methodological paradigms within embodied cognitive science towards autism and other cognitive diversities and how they engage with the world can lead to more comprehensive, integrative, and bioethical approaches.
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Malafouris, Lambros. "Mark Making and Human Becoming." Journal of Archaeological Method and Theory 28, no. 1 (January 29, 2021): 95–119. http://dx.doi.org/10.1007/s10816-020-09504-4.
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AbstractThis is a paper about mark making and human becoming. I will be asking what do marks do? How do they signify? What role do marks play in human becoming and the evolution of human intelligence? These questions cannot be pursued effectively from the perspective of any single discipline or ontology. Nonetheless, they are questions that archaeology has a great deal to contribute. They are also important questions, if not the least because evidence of early mark making constitutes the favoured archaeological mark of the ‘cognitive’ (in the ‘modern’ representational sense of the word). In this paper I want to argue that the archaeological predilection to see mark making as a potential index of symbolic representation often blind us to other, more basic dimensions of the cognitive life and agency of those marks as material signs. Drawing on enactive cognitive science and Material Engagement Theory I will show that early markings, such as the famous engravings from Blombos cave, are above all the products of kinesthetic dynamics of a non-representational sort that allow humans to engage and discover the semiotic affordances of mark making opening up new possibilities of enactive material signification. I will also indicate some common pitfalls in the way archaeology thinks about the ‘cognitive’ that needs overcome.
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Keane, Jondi, Rea Dennis, and Meghan Kelly. "Enacting Bodies of Knowledge." idea journal 17, no. 02 (December 1, 2020): 13–31. http://dx.doi.org/10.37113/ij.v17i02.407.
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This article discusses a range of issues that arise when bringing together researcher-practitioners around the intersection of art and science, body and environment. Although prompted by the issues played out at the second international Body of Knowledge: Art and Embodied Cognition Conference, the article addresses over-arching concerns around transfer of knowledge that are played out at conferences, through exhibitions and performance, and in publications. The researchers of embodied cognition and arts practitioners/performers share a fascination with the way cognitive ecologies emerge to reveal the modes of thinking, feeling, moving and making that enact features of our shared environment. While theorists explore how enactive theories of cognition observe and track these dynamic changes, practitioners tend to reflect upon the changes their practice initiates. The intersections of diverse research approaches amongst such common ground highlight the need for space and air to allow tensions, blind spots, opportunities and potentials for knowledge production to become perceptible; to spark productive conversations. This article considers the conference as an instance of enactive research in which communities of practice gather in an attempt to change encounter into exchange. In this case, the organisational structure of the conference becomes a crucial design decision that enacts an event-space. Consequently, if the event-space is itself a research experiment, then conferral, diversity, inclusion and cultural practices become crucial qualities of movement to observe, track and reflect upon. The activities within and beyond the conference indicate the extent to which creative research platforms alongside embodied enactive research projects must collaborate to draw out the resonances between diverse modes of acquiring knowledge and co-constructing the environment.
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Mrugalski, Michał. "From representation to enactment: temporal perspectives on literary objects in East and Central European structuralism and Ingarden’s phenomenology." Frontiers of Narrative Studies 4, s1 (November 22, 2018): s146—s171. http://dx.doi.org/10.1515/fns-2018-0036.
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AbstractConsidering that enacitivsm emerged in rebellion against the representativism of first-generation cognitive science, an enactivist approach to narrative, which after all does relate events, situations, people, necessitates a directly realistic (i. e. anti-representationalist) concept of perspective on literary objects. Ingarden’s description of the spatio-temporal properties of the cognizing of the literary work, in the process of which the reader transgresses the realm of signs (representation) toward embodied and culturally embedded cognition of objects and events in a presented world, may serve as a prototype for an enactive approach narrative, provided the theory in question is situated in its original context, for example that of Ingarden’s ongoing discussion with structuralism regarded at this juncture as a representationist stance. In the first step, I am referring to the philosophical tradition of direct realism, which was apparently invigorated by the theories of embodied and enactive cognition, to propose a way of conceiving first-person perspective on literary objects and events, first-person and temporal perspective on objects being the royal road to all sorts of enaction. In the second step, I am tackling the issue of point of view in East and Central European structuralism by recalling its most general context of the dialectical relationship between synchrony and diachrony. The interpretation of linguistic signs by the receiver is a space in which structuralism and Ingarden’s phenomenology concur as they share a similar model of receptive temporality, rooted in Husserl’s description of the inner consciousness of time and aiming to reduce the ambiguity of linguistic units and increase the predictability of meaning. In Ingarden, however, there is a threshold between the linguistic and the extralinguistic elements of the literary work, which are conceived in a directly realistic manner. I specifically recall the notion of “objectification,” which was suppressed by that of “concretization,” as a borderland between indirect (semiotic) and indirect (objectual and enactive) representation. In the conclusion, I point to the major differences between present-day cognitivist aesthetics and Ingarden’s approach, which was immersed in the culture of his time, and ask whether these differences impede us to achieve as interesting results as Ingarden’s.
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Dodig-Crnkovic, Gordana, and Marcin Miłkowski. "Discussion on the Relationship between Computation, Information, Cognition, and Their Embodiment." Entropy 25, no. 2 (February 8, 2023): 310. http://dx.doi.org/10.3390/e25020310.
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Three special issues of Entropy journal have been dedicated to the topics of “Information-Processing and Embodied, Embedded, Enactive Cognition”. They addressed morphological computing, cognitive agency, and the evolution of cognition. The contributions show the diversity of views present in the research community on the topic of computation and its relation to cognition. This paper is an attempt to elucidate current debates on computation that are central to cognitive science. It is written in the form of a dialog between two authors representing two opposed positions regarding the issue of what computation is and could be, and how it can be related to cognition. Given the different backgrounds of the two researchers, which span physics, philosophy of computing and information, cognitive science, and philosophy, we found the discussions in the form of Socratic dialogue appropriate for this multidisciplinary/cross-disciplinary conceptual analysis. We proceed as follows. First, the proponent (GDC) introduces the info-computational framework as a naturalistic model of embodied, embedded, and enacted cognition. Next, objections are raised by the critic (MM) from the point of view of the new mechanistic approach to explanation. Subsequently, the proponent and the critic provide their replies. The conclusion is that there is a fundamental role for computation, understood as information processing, in the understanding of embodied cognition.
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Dierckxsens, Geoffrey. "Enactive Cognition and the Other: Enactivism and Levinas Meet Halfway." Journal of French and Francophone Philosophy 28, no. 1 (June 15, 2020): 100–120. http://dx.doi.org/10.5195/jffp.2020.930.
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This paper makes a comparison between enactivism and Levinas’ philosophy. Enactivism is a recent development in philosophy of mind and cognitive science that generally defines cognition in terms of a subject’s natural interactions with the physical environment. In recent years, enactivists have been focusing on social and ethical relations by introducing the concept of participatory sensemaking, according to which ethical know-how spontaneously emerges out of natural relations of participation and communication, that is, through the exchange of knowledge. This paper will argue first that, although participatory sensemaking is a valuable concept in that it offers a practical and realistic way of understanding ethics, it nevertheless downplays the significance of otherness for understanding ethics. I will argue that Levinas’ work demonstrates in turn that otherness is significant for ethics in that we cannot completely anticipate others through participation or know-how. We cannot live the other’s experiences or suffering, which makes ethical relation so difficult and serious (e.g. care for a terminally ill person always falls short to a certain extent). I will argue next that enactivism and Levinas’ philosophy nevertheless do not exclude each other insofar they share a similar concept of subjectivity as a quality of naturally interacting with the external world to gain knowledge (Levinas speaks of dwelling). Finally, I will argue that enactivism’s notion of participatory sensemaking also offers something which Levinas’ insufficiently defines, namely a concept of social justice, based on equality and participation, that emerges out of natural relations.
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Schiavio, Andrea, and Dylan van der Schyff. "4E Music Pedagogy and the Principles of Self-Organization." Behavioral Sciences 8, no. 8 (August 9, 2018): 72. http://dx.doi.org/10.3390/bs8080072.
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Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education. To begin filling this gap, the present contribution aims to explore central aspects of music pedagogy through the lenses of 4E cognitive science. By discussing cross-disciplinary research in music, pedagogy, psychology, and philosophy of mind, we will provide novel insights that may help inspire a richer understanding of what musical learning entails. In doing so, we will develop conceptual bridges between the notion of ‘autopoiesis’ (the property of continuous self-regeneration that characterizes living systems) and the emergent dynamics contributing to the flourishing of one’s musical life. This will reveal important continuities between a number of new teaching approaches and principles of self-organization. In conclusion, we will briefly consider how these conceptual tools align with recent work in interactive cognition and collective music pedagogy, promoting the close collaboration of musicians, pedagogues, and cognitive scientists.
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Beer, Randall D. "Characterizing Autopoiesis in the Game of Life." Artificial Life 21, no. 1 (February 2015): 1–19. http://dx.doi.org/10.1162/artl_a_00143.
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Maturana and Varela's concept of autopoiesis defines the essential organization of living systems and serves as a foundation for their biology of cognition and the enactive approach to cognitive science. As an initial step toward a more formal analysis of autopoiesis, this article investigates its application to the compact, recurrent spatiotemporal patterns that arise in Conway's Game-of-Life cellular automaton. In particular, we demonstrate how such entities can be formulated as self-constructing networks of interdependent processes that maintain their own boundaries. We then characterize the specific organizations of several such entities, suggest a way to simplify the descriptions of these organizations, and briefly consider the transformation of such organizations over time.
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Schwarzfischer, Klaus. "Epistemic affordances in gestalt perception as well as in emotional facial expressions and gestures." Gestalt Theory 43, no. 2 (August 1, 2021): 179–98. http://dx.doi.org/10.2478/gth-2021-0016.
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Summary Methodological problems often arise when a special case is confused with the general principle. So you will find affordances only for ‚artifacts’ if you restrict the analysis to ‚artifacts’. The general principle, however, is an ‚invitation character’, which triggers an action. Consequently, an action-theoretical approach known as ‚pragmatic turn’ in cognitive science is recommended. According to this approach, the human being is not a passive-receptive being but actively produces those action effects that open up the world to us (through ‚active inferences’). This ‚ideomotor approach’ focuses on the so-called ‚epistemic actions’, which guide our perception as conscious and unconscious cognitions. Due to ‚embodied cognition’ the own body is assigned an indispensable role. The action theoretical approach of ‚enactive cognition’ enables that every form can be consistently processualized. Thus, each ‚Gestalt’ is understood as the process result of interlocking cognitions of ‚forward modelling’ (which produces anticipations and enables prognoses) and ‚inverse modelling’ (which makes hypotheses about genesis and causality). As can be shown, these cognitions are fed by previous experiences of real interaction, which later changes into a mental trial treatment, which is highly automated and can therefore take place unconsciously. It is now central that every object may have such affordances that call for instrumental or epistemic action. In the simplest case, it is the body and the facial expressions of our counterpart that can be understood as a question and provoke an answer/reaction. Thus, emotion is not only to be understood as expression/output according to the scheme ‚input-processing-output’, but acts itself as a provocative act/input. Consequently, artifacts are neither necessary nor sufficient conditions for affordances. Rather, they exist in all areas of cognition—from Enactive Cognition to Social Cognition.
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Kong, Ju hee. "Theoretical Consideration of the Embodied Process of Selfie and Photography Experience. - focusing on Francisco Varela's ‘enactive cognitive science’-." Journal of Basic Design & Art 23, no. 2 (April 30, 2022): 45–62. http://dx.doi.org/10.47294/ksbda.23.2.4.
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Ryan, Kevin J. "Introduction to Special Issue on Music and Embodied Cognition." Empirical Musicology Review 9, no. 3-4 (November 27, 2014): 159. http://dx.doi.org/10.18061/emr.v9i3-4.4544.
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<p>THIS issue, broken into two volumes (Vol. 9, No. 3-4, 2014), offers a unique contribution to contemporary research on embodied approaches to music perception and related phenomenon. While the role of the body has often been acknowledged in a variety of disciplinary contexts, particularly in the domain of music performance, the 4E movement in cognitive science – i.e. interrelated paradigms that study cognitive processes as embodied, embedded, enactive, and extended phenomenon - has pushed advances in previously underexplored areas. Critically analyzing the benefits (and limits) of embodied approaches to the perception of music and related artistic practices is a crucial step for expanding the conceptual and empirical foundations of the 4E movement, as well as addressing related concerns for musicologists and music scholars.</p>
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Kiraly, Don. "Growing a Project-Based Translation Pedagogy: A Fractal Perspective." La traduction : formation, compétences, recherches 57, no. 1 (October 10, 2012): 82–95. http://dx.doi.org/10.7202/1012742ar.
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This article traces a fractal path through educational psychology and philosophy in an attempt to elucidate an arborescent perspective of complementary inter-disciplinary sources of inspiration for a project-based translation pedagogy. Starting with a social-constructivist, project-based approach proposed at the turn of the millennium, an attempt is made to paint a broader picture of the synergistic influences underlying an emerging “holistic-experiential” approach to translator education. Post modernism, enactive cognitive science, complexity theory, transformational educational theory and social-constructivist epistemology are some of the complementary roots that can be seen as potential sources of inspiration to nourish a learning-centered approach to developing translator expertise in institutional settings.
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Knyazeva, Helena. "The Natural Medium as Carrier of Meanings and Their Decoding by Living Beings: Biosemiotics in Action." Filosofiya osvity. Philosophy of Education 23, no. 2 (December 27, 2018): 192–218. http://dx.doi.org/10.31874/2309-1606-2018-23-2-192-218.
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The synthetic, integrative significance of biosemiotics as a modern interdisciplinary research program is under discussion in the article. Aimed at studying the cognitive and life activity of living beings, which are capable of recognizing signals and extracting the meanings, biosemiotics serves as a conceptual node that combines some important notions of theoretical biology, evolutionary epistemology, cognitive science, phenomenology, neuroscience and neurophilosophy as well as the theory of complex adaptive systems and network science. Worlds of perception and actions of living beings are built in the process of co-evolution, in structural coupling and in enactive interaction with the surrounding natural environment (Umwelt). Thereby the biosemiotic theories developed by the founders of biosemiotics (J. von Uexküll, Th. Sebeok, G. Prodi, H. Pattie) are conceptually closed to the system-structural evolutionary approach developed in synergetics by H. Haken and S.P. Kurdyumov, the conception of autopoiesis (H. Maturana and F. Varela), second-order cybernetics (H. von Foerster), the conception of enactivism in cognitive science (F. Varela, E. Thompson, A. Noë). The key to comprehending the processes of extracting and generating meanings is that every living organism lives in the subjectively built world (Umwelt), so that its Umwelt and its internal psychic organization become parts of a single autopoietic system. According to the well-known expression of G. Bateson, information is a not indifferent difference or a difference that makes a difference. Differences become information when a cognitive agent as an interpreter, acting as part of an autopoietic system, sees signs in these differences that make meanings.
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Huang, Kuo-Ting, Christopher Ball, Shelia R. Cotten, and LaToya O’Neal. "Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes." Social Inclusion 8, no. 2 (May 14, 2020): 213–21. http://dx.doi.org/10.17645/si.v8i2.2612.
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The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context of a computing intervention designed to improve digital inclusion, we hypothesize that students’ enactive learning experience (conceptualized as their computer usage) and their vicarious learning experience (conceptualized as their perception of their teacher’s computer usage) are associated with the development of perceived technology efficacy and STEM (Science, Technology, Education, and Math) attitudes. Data are from a sample of elementary school students from an urban school district in the Southeastern United States. The results show that both their direct experiences and their perception of their teacher’s computer usage have strong impacts on students’ technology efficacy and STEM attitudes, and the former is the stronger predictor of the outcomes examined. The findings suggest that programs aiming to improve digital inclusion should emphasize students’ direct learning experience, which would later improve their attitude toward STEM fields.
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Froese, Tom, and Shigeru Taguchi. "The Problem of Meaning in AI and Robotics: Still with Us after All These Years." Philosophies 4, no. 2 (April 3, 2019): 14. http://dx.doi.org/10.3390/philosophies4020014.
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In this essay we critically evaluate the progress that has been made in solving the problem of meaning in artificial intelligence (AI) and robotics. We remain skeptical about solutions based on deep neural networks and cognitive robotics, which in our opinion do not fundamentally address the problem. We agree with the enactive approach to cognitive science that things appear as intrinsically meaningful for living beings because of their precarious existence as adaptive autopoietic individuals. But this approach inherits the problem of failing to account for how meaning as such could make a difference for an agent’s behavior. In a nutshell, if life and mind are identified with physically deterministic phenomena, then there is no conceptual room for meaning to play a role in its own right. We argue that this impotence of meaning can be addressed by revising the concept of nature such that the macroscopic scale of the living can be characterized by physical indeterminacy. We consider the implications of this revision of the mind-body relationship for synthetic approaches.
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Cain, Patricia. "‘How do I know how I think, until I see what I say?’:." idea journal 17, no. 02 (December 1, 2020): 32–57. http://dx.doi.org/10.37113/ij.v17i02.400.
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I discuss what it’s like to engage in an embodied/enactive creative practice, its qualities and values, and how neurodiversity might benefit research culture. As an Asperger’s thinker with a creative, metacognitive thinking style, I have reached a point of asking through my art practice, How do I make my cognitive difference visible? Referring to my keynote presentation at the 2019 Body of Knowledge Conference, which was both an installation and a conversation about growing into the need for practice, this article takes the reader through the evolution of my thinking about practice as personal growth, to the point of commencing a new project, Making Autistic Thinking Visible. These findings suggest that there is need for research methodologies to be led and developed by different thinking styles, based in self-awareness, including the ‘internal participatory’ research model I suggest. My example contributes to a bigger picture of diversity in human cognitive variation, that can contribute to a more inclusive (consequently expansive) research culture, displacing standard norms which kill possibilities for different forms of knowledge.
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Feiten, Tim Elmo, Kristopher Holland, and Anthony Chemero. "Worlds Apart? Reassessing von Uexküll’s Umwelt in Embodied Cognition with Canguilhem, Merleau-Ponty, and Deleuze." Journal of French and Francophone Philosophy 28, no. 1 (June 15, 2020): 1–26. http://dx.doi.org/10.5195/jffp.2020.929.
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Jakob von Uexküll’s (1864-1944) account of Umwelt has been proposed as a mediating concept to bridge the gap between ecological psychology’s realism about environmental information and enactivism’s emphasis on the organism’s active role in constructing the meaningful world it inhabits. If successful, this move would constitute a significant step towards establishing a single ecological-enactive framework for cognitive science. However, Uexküll’s thought itself contains different perspectives that are in tension with each other, and the concept of Umwelt is developed in representationalist terms that conflict with the commitments of both enactivism and ecological psychology. One central issue shared by all these approaches is the problem of how a living being experiences its environment. In this paper, we will look at Uexküll’s reception in French philosophy and highlight the different ways in which the concept of Umwelt functions in the work of Georges Canguilhem, Maurice Merleau-Ponty, and Gilles Deleuze. This analysis helps clarify different aspects of Uexküll’s thought and the deeper philosophical implications of importing his concepts into embodied cognitive science. This paper is part of a recent trend in which enactivism engages with continental philosophy in a way that both deepens and transcends the traditional links to phenomenology, including most recently the thought of Georg W. F. Hegel and Gilbert Simondon. However, no more than a brief outline and introduction to the potentials and challenges of this complex conceptual intersection can be given here. Our hope is that it serves to make more explicit the philosophical issues that are at stake for cognitive science in the question of experienced environments, while charting a useful course for future research.
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Ball, Christopher, Kuo-Ting Huang, Shelia R. Cotten, and R. V. Rikard. "Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides." Games and Culture 15, no. 5 (November 29, 2018): 501–28. http://dx.doi.org/10.1177/1555412018812513.
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Science, technology, engineering, and mathematics (STEM) careers are increasingly vital for countries, such as the United States and United Kingdom, to remain innovative and productive in the 21st century. Despite the growing demand and lucrative nature of STEM fields, minorities have remained traditionally underrepresented in STEM careers, possibly due to digital divide factors. In this study, we use social cognitive theory to explore the potential of video gameplay to provide a means of increasing minority students’ comfort with information and communication technologies, thereby increasing their positive STEM attitudes. Data were gathered during a large-scale computing intervention in an elementary school district in the southeastern United States. The results indicate that video game experiences may influence STEM attitudes via the mediating role of computer self-efficacy and emotional costs. Video gameplay, including games for entertainment, may be beneficial for young digitally divided populations as it may provide them with positive enactive experiences with technology.
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van der Schyff, Dylan, Andrea Schiavio, Ashley Walton, Valerio Velardo, and Anthony Chemero. "Musical creativity and the embodied mind." Music & Science 1 (January 1, 2018): 205920431879231. http://dx.doi.org/10.1177/2059204318792319.
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The phenomenon of creativity has received a growing amount of attention from scholars working across a range of disciplines. While this research has produced many important insights, it has also traditionally tended to explore creativity in terms of the reception of products or outcomes, conceiving of it as a cognitive process that is limited to the individual domain of the creative agent. More recently, however, researchers have begun to develop perspectives on creativity that highlight the patterns of adaptive embodied interaction that occur between multiple agents, as well as the broader socio-material milieu they are situated in. This has promoted new understandings of creativity, which is now often considered as a distributed phenomenon. Because music involves such a wide range of socio-cultural, bodily, technological, and temporal dimensions it is increasingly taken as a paradigmatic example for researchers who wish to explore creativity from this more relational perspective. In this article, we aim to contribute to this project by discussing musical creativity in light of recent developments in embodied cognitive science. More specifically, we will attempt to frame an approach to musical creativity based in an 4E (embodied, embedded, enactive, and extended) understanding of cognition. We suggest that this approach may help us better understand creativity in terms of how interacting individuals and social groups bring forth worlds of meaning through shared, embodied processes of dynamic interactivity. We also explore how dynamical systems theory (DST) may offer useful tools for research and theory that align closely with the 4E perspective. To conclude, we summarize our discussion and suggest possibilities for future research.
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Belay, Mulat Alebachew. "Learning Theories: Educational Perspectives. 8th edition. New York, NY: Pearson, 2020, 582 pages, LCCN: 2018034999; ISBN: 9780134893754 ISBN: 0134893751 (paperback).Author: Schunk. D. H.,North Carolina University, 2020." International Journal of Learning and Teaching 14, no. 3 (July 29, 2022): 95–98. http://dx.doi.org/10.18844/ijlt.v14i3.7888.
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The reviews were made on the book entitled “Learning Theories: An Educational Perspective” written by Schunk in 2020 which aimed at pinpointing important insights for readers. The review was made based on professional guidelines in reviewing books. The reviewers felt that the strengths of the book consist of addressing practical scenarios and objectives; and it explains vicarious and enactive learning, performance learning, self-regulatory learning, and positive effect of authentic modeling. On the other hand, the major limitations of the book include the criteria set to define learning was mainly in favor of behavioral learning theories which is against the notion of the book. There is also inconsistent organization and needless inclusion of contents. Therefore, the reviewers argued that the book is still recommended to education students, early-career researchers in psychology and education provided that the aforementioned limitations are corrected. Keywords: Learning; Self-regulation; Motivation; Cognitive learning; Performance learning
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Reybrouck, Mark. "Book Review: Musical Bodies, Musical Minds. Enactive Cognitive Science and the Meaning of Human Musicality by Dylan van der Schyff, Andrea Schiavio, and David J. Elliott." Music & Science 5 (January 2022): 205920432211443. http://dx.doi.org/10.1177/20592043221144313.
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Kirmayer, Laurence J., and Ana Gómez-Carrillo. "Agency, embodiment and enactment in psychosomatic theory and practice." Medical Humanities 45, no. 2 (June 2019): 169–82. http://dx.doi.org/10.1136/medhum-2018-011618.
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In this paper, we examine some of the conceptual, pragmatic and moral dilemmas intrinsic to psychosomatic explanation in medicine, psychiatry and psychology. Psychosomatic explanation invokes a social grey zone in which ambiguities and conflicts about agency, causality and moral responsibility abound. This conflict reflects the deep-seated dualism in Western ontology and concepts of personhood that plays out in psychosomatic research, theory and practice. Illnesses that are seen as psychologically mediated tend also to be viewed as less real or legitimate. New forms of this dualism are evident in philosophical attacks on Engel’s biopsychosocial approach, which was a mainstay of earlier psychosomatic theory, and in the recent Research Domain Criteria research programme of the US National institute of Mental Health which opts for exclusively biological modes of explanation of illness. We use the example of resignation syndrome among refugee children in Sweden to show how efforts to account for such medically unexplained symptoms raise problems of the ascription of agency. We argue for an integrative multilevel approach that builds on recent work in embodied and enactive cognitive science. On this view, agency can have many fine gradations that emerge through looping effects that link neurophenomenology, narrative practices and cultural affordances in particular social contexts. This multilevel ecosocial view points the way towards a renewed biopsychosocial approach in training and clinical practice that can advance person-centred medicine and psychiatry.
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Rodríguez Gómez, Sergio. "An agential-narrative approach on art semiosis." Technoetic Arts 17, no. 3 (October 1, 2019): 281–95. http://dx.doi.org/10.1386/tear_00021_1.
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Abstract In this article, a semiotic approach is proposed to explain how human agents use and give meaning to art in complex contexts. Inspired by the psycho-historical approach on art appreciation, which attempts to embrace psychological and cognitive aspects of art sense-making, as well as the art-historical context dependence of artworks, an extended theory is suggested: an agent's art use and interpretation can be described using three general categories of meaning grounding: phylogenetic recurrence, ontogenetic recurrence and collective recurrence. These categories explain how a certain meaning of a sign is possible and justifiable, supported by human agents' capabilities and purposes. This article also proposes that it is possible to narrate, using such categories of meaning grounding, how different agents enact art, that is, give meaning and act upon art in different circumstances. Finally, I offer some examples about how the model can be used in real art contexts. The objective of this narrative-enactive approach, even though it offers a limited and edited focus, is to offer an orderly and comprehensible method to explain the dynamic nature of art meaning and how biologic, individual and collective grounding and purposes intertwine.
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Newton, Olivia B., Stephen M. Fiore, and Joseph J. LaViola. "An External Cognition Framework for Visualizing Uncertainty in Support of Situation Awareness." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 1198–202. http://dx.doi.org/10.1177/1541931213601782.
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This paper discusses an approach for the development of visualizations intended to support cognitive processes deemed fundamental in the maintenance of Situation Awareness under conditions of uncertainty. We integrate ideas on external cognition from the cognitive sciences with methods for interactive visualization to help cognitive engineering examine how visualizations, and interacting with them, alter cognitive processing and decision-making. From this, we illustrate how designers and researchers can study principled variations in visualizations of uncertainty drawing from extended and enactive cognition theory.
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Kirchhoff, Michael D. "Enaction: Toward a New Paradigm for Cognitive Science." Philosophical Psychology 26, no. 1 (February 2013): 163–67. http://dx.doi.org/10.1080/09515089.2012.681864.
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Steiner, Pierre. "Enacting anti-representationalism. The scope and the limits of enactive critiques of representationalism." AVANT. The Journal of the Philosophical-Interdisciplinary Vanguard V, no. 2 (2014): 43–86. http://dx.doi.org/10.26913/50202014.0109.0003.
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