Cognitive and movement measures reflect the transition to presence-at-hand

Dotov, Dobromir; Nie, Lin; Wojcik, Kevin; Jinks, Anastasia; Chemero, Anthony

doi:10.1016/j.newideapsych.2017.01.001

Cited by 21 publications

(115 citation statements)

References 32 publications

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“…The transition from a region close to μ = 2 to one closer to μ = 3 is a departure from the ideal 1/ f -noise and fits the observation made by psychologists (Dotov et al, 2017 ) that, in accordance with the phenomenological philosopher Heidegger ( 1962 ), cognition is activated by addressing a difficult task. This is in line with the observation made by Correll ( 2008 ) that the rapid response to a difficult social identification task often reveals unconscious bias; one measure of the task's difficulty being the deeper cognitive transition from 1/ f - noise to white noise, corresponding to μ ≫ 1.…”

Section: Discussionsupporting

confidence: 84%

Meditation-Induced Coherence and Crucial Events

et al. 2018

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In this paper we emphasize that 1/f noise has two different origins, one compatible with Laplace determinism and one determined by unpredictable crucial events. The dynamics of heartbeats, manifest as heart rate variability (HRV) time series, are determined by the joint action of these different memory sources with meditation turning the Laplace memory into a strongly coherent process while exerting an action on the crucial events favoring the transition from the condition of ideal 1/f noise to the Gaussian basin of attraction. This theoretical development affords a method of statistical analysis that establishes a quantitative approach to the evaluation of the stress reduction realized by the practice of Chi meditation and Kundalini Yoga.

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Section: Discussionsupporting

confidence: 84%

Meditation-Induced Coherence and Crucial Events

et al. 2018

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“…The work developed by Dotov and colleagues is a paradigmatic example of this kind of study (Dotov et al, 2010(Dotov et al, , 2017. In their studies, Dotov and colleagues study tool embodiment by explicitly addressing the Heideggerian notions of readiness-to-hand, roughly equivalent to embodiment, and presence-at-hand, roughly equivalent to disembodiment.…”

Section: Tools Of Radical Embodimentmentioning

confidence: 99%

The Embodiment of Objects: Review, Analysis, and Future Directions

2019

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Here we offer a thorough review of the empirical literature on the conditions under which an object, such as a tool or a prosthetic (whether real or virtual), can be experienced as being in some sense a part or extension of one's body. We discuss this literature both from the standpoint of the apparent malleability of our body representations, and also from within the framework of radical embodied cognition, which understands the phenomenon to result not from an alteration to a representation, but rather from the achievement of a certain kind of sensory/motor coupling. We highlight both the tensions between these frameworks, and also areas where they can productively complement one another for future research.

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“…In this phenomenologically transparent state, the hammer is said to be ready-to-hand. We "see through" tools to the task we are engaged in (Dotov et al 2017). However, when something goes wrong during tool use (e.g., the hammer fails), it ceases to be readyto-hand and we notice it as an object, we notice its properties, we contemplate it as subject to object (it becomes present-tohand).…”

Section: Resources During Examsmentioning

confidence: 99%

“…This Heideggerian analysis has been extended to digital tools like computers. Even minor perturbations when using a computer interface can transition a user from ready-to-hand to present-to-hand; at that point the tool is no longer transparent, functional integration of the tool decreases, performance on the task decreases, and subjects are more distracted by irrelevant information (Dotov et al 2017). This explains why switching from a familiar digital interface (e.g., a particular version of the operating system, a specific text editor, or a preferred calculator program) to an unfamiliar one introduces a significant performance decrement and would be an unfair disadvantage for BVI students.…”

Section: Resources During Examsmentioning

confidence: 99%

Teaching Visually Impaired College Students in Introductory Statistics

Stone

Kay

Reynolds

2019

Journal of Statistics Education

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Instructors of postsecondary classes in statistics rely heavily on visuals in their teaching, both within the classroom and in resources like textbooks, handouts, and software, but this information is often inaccessible to students who are blind or visually impaired (BVI). The unique challenges involved in adapting both pedagogy and course materials to accommodate a BVI student may provoke anxiety among instructors teaching a BVI student for the first time, and instructors may end up feeling unprepared or "reinventing the wheel. " We discuss a wide variety of accommodations inside and outside of the classroom grounded in the empirical literature on cognition and learning and informed by our own experience teaching a blind student in an introductory statistics course.

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Cognitive and movement measures reflect the transition to presence-at-hand

Cited by 21 publications

References 32 publications

Meditation-Induced Coherence and Crucial Events

Meditation-Induced Coherence and Crucial Events

The Embodiment of Objects: Review, Analysis, and Future Directions

Teaching Visually Impaired College Students in Introductory Statistics

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