Being watched: The effect of social self-focus on interoceptive and exteroceptive somatosensory perception

Durlik, Caroline; Cardini, Flavia; Tsakiris, Manos

doi:10.1016/j.concog.2014.01.010

Cited by 31 publications

(31 citation statements)

References 28 publications

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“…In summary, our results suggest a spatial boundary over which visual input influences touch perception during the SSDT, which seems to be limited to reach space. Our results contrast with Durlik et al’s ( 2014 ) findings that the light affected all SSDT outcome measures when it was presented 1 m in front of the participant (with the tactile stimulation presented to the face). In Durlik et al’s study, however, the light was positioned in the centre of the participant’s visual field throughout the experiment, which may have increased its salience.…”

Section: Discussioncontrasting

confidence: 99%

“…The distance between the light and the body during the SSDT has been separated in one previous study. Durlik et al ( 2014 ) presented tactile stimulation to the face, and the light flash approximately 1 m in front of the participant, at eye level. Durlik et al still found a significant effect of the light on tactile sensitivity, hit rates, response criterion and false alarm rates.…”

Section: Introductionmentioning

confidence: 99%

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Spatial limits of visuotactile interactions in the presence and absence of tactile stimulation

2017

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The presence of a light flash near to the body not only increases the ability to detect a weak touch but also increases reports of feeling a weak touch that did not occur. The somatic signal detection task (SSDT) provides a behavioural marker by which to clarify the spatial extent of such visuotactile interactions in peripersonal space. Whilst previous evidence suggests a limit to the spatial extent over which visual input can distort the perception of tactile stimulation during the rubber hand illusion, the spatial boundaries of light-induced tactile sensations are not known. In a repeated measures design, 41 participants completed the SSDT with the light positioned 1 cm (near), 17.5 cm (mid) or 40 cm (far) from the tactile stimulation. In the far condition, the light did not affect hit, or false alarm rates during the SSDT. In the near and mid conditions, the light significantly increased hit rates and led to a more liberal response criterion, that is, participants reported feeling the touch more often regardless of whether or not it actually occurred. Our results demonstrate a spatial boundary over which visual input influences veridical and non-veridical touch perception during the SSDT, and provide further behavioural evidence to show that the boundaries of the receptive fields of visuotactile neurons may be limited to reach space.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Spatial limits of visuotactile interactions in the presence and absence of tactile stimulation

2017

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“…Body awareness, as it is defined here, includes interoception systems, but also, to some extent, aspects of exteroception, particularly the one's own body as seen and judged by others (see e.g. Durlik, Cardini, & Tsakiris, 2014). This is the intimate body of which we are aware when other people see us, recognize our moods in our gestures, or ignore our bodily presence.…”

Section: Leib and Body Awarenessmentioning

confidence: 97%

Bodily knowledge beyond motor skills and physical fitness: a phenomenological description of knowledge formation in physical training

Parviainen

Aromaa

2015

Sport, Education and Society

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Bodily knowledge has attracted significant attention within the humanities and other related fields over the last two decades. Although theoretical discussion on bodily knowledge in the context of physical education has been active over the past 10 years, these discussions lack clear conceptual analyses of bodily knowledge. Using a phenomenological approach, the purpose of this paper is to clarify the notion of bodily knowledge, furthering epistemological discussions of the topic within reflective, embodied practices. Instead of seeing bodily knowledge inherently connected to the acquisition of motor skills or improving physical fitness, we will discuss physical training as a reflective, embodied process that can turn sensuous information about the moving body into knowledge. Using outdoor running as an example, we describe the process of forming bodily knowledge, which includes: (1) the exploring and identifying of movement qualities, (2) developing capabilities of registering changes in the body and (3) directing and modifying one's own training processes based on bodily findings. Contextualizing this epistemological discussion with adults' recreational physical activity, this paper argues that bodily knowledge can cultivate individuals to trust their own body awareness and embodied responses to take more responsibility for their own physical exercise. When biomedical knowledge of the body in sport sciences tends to shrink the body to physiological attributes, such as muscle mass and fat percentage, our analysis stresses the agency of the lived body as a source of knowledge in physical activity.

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“…However, neuroimaging and clinical data suggest that BSC is the outcome of different experiential layers ( 123 – 127 ). Specifically, we become aware of our bodies through exteroceptive signals arising outside the body (e.g., vision, and touch) and through proprioceptive (e.g., skeletal joints/muscles) and interoceptive (e.g., heart rate) signals arising inside the body ( 128 , 129 ).…”

Section: The Virtual Technologies: Augmented Reality and Virtual Realmentioning

confidence: 99%

Transforming Experience: The Potential of Augmented Reality and Virtual Reality for Enhancing Personal and Clinical Change

et al. 2016

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During life, many personal changes occur. These include changing house, school, work, and even friends and partners. However, the daily experience shows clearly that, in some situations, subjects are unable to change even if they want to. The recent advances in psychology and neuroscience are now providing a better view of personal change, the change affecting our assumptive world: (a) the focus of personal change is reducing the distance between self and reality (conflict); (b) this reduction is achieved through (1) an intense focus on the particular experience creating the conflict or (2) an internal or external reorganization of this experience; (c) personal change requires a progression through a series of different stages that however happen in discontinuous and non-linear ways; and (d) clinical psychology is often used to facilitate personal change when subjects are unable to move forward. Starting from these premises, the aim of this paper is to review the potential of virtuality for enhancing the processes of personal and clinical change. First, the paper focuses on the two leading virtual technologies – augmented reality (AR) and virtual reality (VR) – exploring their current uses in behavioral health and the outcomes of the 28 available systematic reviews and meta-analyses. Then the paper discusses the added value provided by VR and AR in transforming our external experience by focusing on the high level of personal efficacy and self-reflectiveness generated by their sense of presence and emotional engagement. Finally, it outlines the potential future use of virtuality for transforming our inner experience by structuring, altering, and/or replacing our bodily self-consciousness. The final outcome may be a new generation of transformative experiences that provide knowledge that is epistemically inaccessible to the individual until he or she has that experience, while at the same time transforming the individual’s worldview.

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Being watched: The effect of social self-focus on interoceptive and exteroceptive somatosensory perception

Cited by 31 publications

References 28 publications

Spatial limits of visuotactile interactions in the presence and absence of tactile stimulation

Spatial limits of visuotactile interactions in the presence and absence of tactile stimulation

Bodily knowledge beyond motor skills and physical fitness: a phenomenological description of knowledge formation in physical training

Transforming Experience: The Potential of Augmented Reality and Virtual Reality for Enhancing Personal and Clinical Change

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