The Third Wave in Science and Technology Studies 2019
DOI: 10.1007/978-3-030-14335-0_16
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Interactional Expertise as Primer of Abstract Thought

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Cited by 2 publications
(2 citation statements)
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“…Evidence derived from experimental studies of learning additionally suggests that learning is an embodied activity that is affected by multiple factors “spanning cognitive-emotional aspects (fatigue, hunger, lack of motivation), 104 external properties of the study environment (light, sound, ventilation, artifacts) 105 , 106 and embodied socio-historical aspects (movement and social and experiential background 107 109 ” (Trasmundi, personal communication 11.06.2020). Application of similar techniques in different clinical situations may bring forth different responses from the participants and can produce dissimilar dialogical outcomes, as people dynamically respond to situatedness.…”
Section: Discussion and Synthesismentioning
confidence: 99%
“…Evidence derived from experimental studies of learning additionally suggests that learning is an embodied activity that is affected by multiple factors “spanning cognitive-emotional aspects (fatigue, hunger, lack of motivation), 104 external properties of the study environment (light, sound, ventilation, artifacts) 105 , 106 and embodied socio-historical aspects (movement and social and experiential background 107 109 ” (Trasmundi, personal communication 11.06.2020). Application of similar techniques in different clinical situations may bring forth different responses from the participants and can produce dissimilar dialogical outcomes, as people dynamically respond to situatedness.…”
Section: Discussion and Synthesismentioning
confidence: 99%
“…Implementation of clinical interventions takes place in a socio-cultural and organizational context, where procedures, norms, surrounding, interieur, experiences and expectations, affect cognitive processes [137,138], including ways in which HCPs perceive, interpret and make sense of both patient communication and of facilitatory intentions. Evidence derived from experimental studies of learning additionally suggests that learning (being a cognitive function/process) is an embodied activity and affected by multiple factors "spanning cognitive-emotional aspects (fatigue, hunger, lack of motivation) [139], external properties of the study environment (light, sound, ventilation, artefacts) [140,141] and embodied and socio-historical aspects (movement and social and experiential background [142][143][144]" (Trasmundi, personal communication 11.06.2020). We therefore need a more systematic knowledge about real-life clinical practices, including how internal (bodily)…”
Section: Discussionmentioning
confidence: 99%