Growing up in Technoculture: The ontological and perceptual significance of media in the lives of infants and toddlers

It is well documented that young children understand media differently to older children and adults, yet despite years of debate surrounding the psycho-social impact that media may have on children and youth, very little remains known about how they intercede into infants’ and toddlers’ lived experiences. We cannot assume that media have no significance in the lives of infants and toddlers simply because they may not understand the content. The particularities of very young children’s experiences of, engagement with and understanding of media cannot be expected to necessarily relate solely, or even primarily, to the media content. As an alternative this thesis focuses on the relations between very young children and media in terms of their material and corporeal effects and in this respect how media interfaces, as part of infants’ and toddlers’ environments literally mediate very young children’s possibilities for perception and action within 21st century media saturated environments. By focusing on children from birth to three years of age and their contingent material, physical environments, this thesis presents a chronology of child-technology relations as mediated relations which is necessary to understand the effect of media (conventionally understood) on their lived experience. In adopting an interdisciplinary ecological approach which relies on Maurice Merleau-Ponty’s phenomenology (1962), Donald W. Winnicott’s psychoanalysis (1957, 1960) and Don Ihde’s post-phenomenology (1995), this thesis revolves around four central concepts: embodiment, transitional objects, holding spaces and both James Gibson’s (1982) and Donald Norman’s (1990) affordances to offer a complex understanding of the significance of media as material objects in the lives of infants and toddlers. In doing so, it argues that media effect infants and toddlers in ways that are specific to the media themselves, the particular time and place in which they emerge and are used, and to babies’ and toddlers’ situatedness and capacity to act within the world

Creating and evaluating embodied interactive experiences: case studies of full-body, sonic and tactile enaction.

This thesis contributes to the field of embodied and multimodal interaction by presenting the development of different original interactive systems. Using a constructive approach, a variety of real-time user interaction situations were designed and tested, two cases of human-virtual character bodily interaction, two interactive sonifications of trampoline jumping, collaborative interaction in mobile music performance and tangible and tactile interaction with virtual sounds. While diverse in terms of application, all the explored interaction techniques belong to the context of augmentation and are grounded in the theory of embodiment and strategies for natural human-computer interaction (HCI). The cases have been contextualized within the umbrella of enaction, a paradigm of cognitive science that addresses the user as an embodied agent situated in an environment and coupled to it through sensorimotor activity. This activity of sensing and action is studied through different modalities: auditory, tactile and visual and combinations of these. The designed applications aim at a natural interaction with the system, being full-body, tangible and spatially aware. Particularly sonic interaction has been explored in the context of music creation, sports and auditory display. These technology-mediated scenarios are evaluated in order to understand what the adopted interaction techniques can bring to the user experience, how they modify impressions and enjoyment. The publications also discuss the enabling technologies used for the development, including motion tracking and programmed hardware for the tactile-sonic interaction and sonic and tangible interaction. Results show that combining full-body interaction with auditory augmentation and sonic interaction can modify the perception, observed behavior and emotion during the experience. Using spatial interaction together with tangible interaction or tactile feedback provides for a multimodal experience of exploring a mixed reality environment where audio can be accessed and manipulated with natural interaction. Embodied and spatial interaction brings playfulness to a mobile music improvisation, shifting the focus of the experience from music-making towards movement-based gaming. Finally, two novel implementations of full-body interaction based on the enactive paradigm are presented. In these designed scenarios of enaction the participant is motion tracked and a virtual character rendered as a stick figure is displayed in front of her on a screen. Results from the user studies show how the involvement of the body is crucial in understanding the behavior of a virtual character or a digital representation of the self in a gaming scenario

Gradient Metaphoricity of the Preposition in: A Corpus-based Approach to Chinese Academic Writing in English

In Cognitive Linguistics, a conceptual metaphor is a systematic set of correspondences between two domains of experience (Kövecses 2020: 2). In order to have an extensive understanding of metaphors, metaphoricity (Müller and Tag 2010; Dunn 2011; Jensen and Cuffari 2014; Nacey and Jensen 2017) has been emphasized to address one of the properties of metaphors in language usage: gradience (Hanks 2006; Dunn 2011, 2014), which indicates that metaphorical expressions can be measured. Despite many noteworthy contributions, studies of metaphoricity are often accused of subjectivity (Müller 2008; Jensen and Cuffari 2014; Jensen 2017), this is why this study uses a big corpus as a database. Therefore, the main aim of this dissertation is to measure the gradient senses of the preposition in in an objective way, thus mapping the highly systematic semantic extension. Based on these gradient senses, the semantic and syntactic features of the preposition in produced by advanced Chinese English-major learners are investigated, combining quantitative and qualitative research methods. A quantitative analysis of the literal and other ten metaphorical senses of the preposition in is made at first. In accounting for the five factors influencing image schemata of each sense: “scale of Landmark”, “visibility”, “path”, “inclusion” and “boundary”, the formula of measuring the gradability of metaphorical degree is deduced: Metaphoricity=[[#Visibility] +[#Path] +[#Inclusion] +[#Boundary]]*[#Scale of Landmark]. The result is that the primary sense has the highest value:12, and all other extended senses have values down to zero. The more shared features with proto-scene, the higher the value of the metaphorical sense, and the less metaphorical the sense. EVENT and PERSON are the “least metaphoric” (value = 9-11); SITUATION, NUMBER, CONTENT and FIELD are “weak metaphoric” (value = 6-8); Also included are SEGMENTATION, TIME and MANNER (value = 3-5), and they are “strong metaphoric”; PURPOSE shares the least feature with proto-scene, and it has the lowest value, so it is “most metaphoric” (value = 0-2). Then, a corpus-based approach is employed, which offers a model for employing a corpus-based approach in Cognitive Linguistics. It compares two compiled sub-corpora: Chinese Master Academic Writing Corpus and Chinese Doctorate Academic Writing Corpus. The findings show that, on the semantic level, Chinese English-major students overuse in with a low level of metaphoricity, even advanced learners use the most metaphorical in rarely. In terms of syntactic behaviours, the most frequent nouns in [in+noun] construction are weakly metaphoric, whilst the nouns in the construction [in the noun of] are EVENT sense, which is least metaphorical. Moreover, action verbs tend to be used in the construction [verb+in] and [in doing sth.] in both master and doctorate groups. In the qualitative study, the divergent usages of the preposition in are explored. The preposition in is often substituted with other prepositions, such as on and at. The fundamental reason for the Chinese learners’ weakness is the negative transfer from their mother tongue (Wang 2001; Gong 2007; Zhang 2010). Although in and its Chinese equivalence zai...li (在...里) share the same proto-scene, there are discrepancies: the metaphorical senses of the preposition in are TIME, PURPOSE, NUMBER, CONTENT, FIELD, EVENT, SITUATION, SEGMENTATION, MANNER, PERSON, while those of zai...li (在...里) are only five: TIME, CONTENT, EVENT, SITUATION and PERSON. Thus the image schemata of each sense cannot be correspondingly mapped onto each other in different languages. This study also provides evidence for the universality and variation of spatial metaphors on the ground of cultural models. Philosophically, it supports the standpoint of Embodiment philosophy that abstract concepts are constructed on the basis of spatial metaphors that are grounded in the physical and cultural experience

Active Observers in a 3D World: Human Visual Behaviours for Active Vision

Human-like performance in computational vision systems is yet to be achieved. In fact, human-like visuospatial behaviours are not well understood a crucial capability for any robotic system whose role is to be a real assistant. This dissertation examines human visual behaviours involved in solving a well-known visual task; The Same-Different Task. It is used as a probe to explore the space of active human observation during visual problem-solving. It asks a simple question: are two objects the same?. To study this question, we created a set of novel objects with known complexity to push the boundaries of the human visual system. We wanted to examine these behaviours as opposed to the static, 2D, display-driven experiments done to date. We thus needed to develop a complete infrastructure for an experimental investigation using 3D objects and active, free, human observers. We have built a novel, psychophysical experimental setup that allows for precise and synchronized gaze and head-pose tracking to analyze subjects performing the task. To the best of our knowledge, no other system provides the same characteristics. We have collected detailed, first-of-its-kind data of humans performing a visuospatial task in hundreds of experiments. We present an in-depth analysis of different metrics of humans solving this task, who demonstrated up to 100% accuracy for specific settings and that no trial used less than six fixations. We provide a complexity analysis that reveals human performance in solving this task is about O(n), where n is the size of the object. Furthermore, we discovered that our subjects used many different visuospatial strategies and showed that they are deployed dynamically. Strikingly, no learning effect was observed that affected the accuracy. With this extensive and unique data set, we addressed its computational counterpart. We used reinforcement learning to learn the three-dimensional same-different task and discovered crucial limitations which only were overcome if the task was simplified to the point of trivialization. Lastly, we formalized a set of suggestions to inform the enhancement of existing machine learning methods based on our findings from the human experiments and multiple tests we performed with modern machine learning methods

Active Observers in a 3D World: Human Visual Behaviours for Active Vision

Human-like performance in computational vision systems is yet to be achieved. In fact, human-like visuospatial behaviours are not well understood – a crucial capability for any robotic system whose role is to be a real assistant. This dissertation examines human visual behaviours involved in solving a well-known visual task; The Same-Different Task. It is used as a probe to explore the space of active human observation during visual problem-solving. It asks a simple question: “are two objects the same?”. To study this question, we created a set of novel objects with known complexity to push the boundaries of the human visual system. We wanted to examine these behaviours as opposed to the static, 2D, display-driven experiments done to date. We thus needed to develop a complete infrastructure for an experimental investigation using 3D objects and active, free, human observers. We have built a novel, psychophysical experimental setup that allows for precise and synchronized gaze and head-pose tracking to analyze subjects performing the task. To the best of our knowledge, no other system provides the same characteristics. We have collected detailed, first-of-its-kind data of humans performing a visuospatial task in hundreds of experiments. We present an in-depth analysis of different metrics of humans solving this task, who demonstrated up to 100% accuracy for specific settings and that no trial used less than six fixations. We provide a complexity analysis that reveals human performance in solving this task is about O(n), where n is the size of the object. Furthermore, we discovered that our subjects used many different visuospatial strategies and showed that they are deployed dynamically. Strikingly, no learning effect was observed that affected the accuracy. With this extensive and unique data set, we addressed its computational counterpart. We used reinforcement learning to learn the three-dimensional same-different task and discovered crucial limitations which only were overcome if the task was simplified to the point of trivialization. Lastly, we formalized a set of suggestions to inform the enhancement of existing machine learning methods based on our findings from the human experiments and multiple tests we performed with modern machine learning methods

Immersive Participation:Futuring, Training Simulation and Dance and Virtual Reality

Dance knowledge can inform the development of scenario design in immersive digital simulation environments by strengthening a participant’s capacity to learn through the body. This study engages with processes of participatory practice that question how the transmission and transfer of dance knowledge/embodied knowledge in immersive digital environments is activated and applied in new contexts. These questions are relevant in both arts and industry and have the potential to add value and knowledge through crossdisciplinary collaboration and exchange. This thesis consists of three different research projects all focused on observation, participation, and interviews with experts on embodiment in digital simulation. The projects were chosen to provide a range of perspectives across dance, industry and futures studies. Theories of embodied cognition, in particular the notions of the extended body, distributed cognition, enactment and mindfulness, offer critical lenses through which to explore the relationship of embodied integration and participation within immersive digital environments. These areas of inquiry lead to the consideration of how language from the field of computer science can assist in describing somatic experience in digital worlds through a discussion of the emerging concepts of mindfulness, wayfinding, guided movement and digital kinship. These terms serve as an example of how the mutability of language became part of the process as terms applied in disparate disciplines were understood within varying contexts. The analytic tools focus on applying a posthuman view, speculation through a futures ethnography, and a cognitive ethnographical approach to my research project. These approaches allowed me to examine an ecology of practices in order to identify methods and processes that can facilitate the transmission and transfer of embodied knowledge within a community of practice. The ecological components include dance, healthcare, transport, education and human/computer interaction. These fields drove the data collection from a range of sources including academic papers, texts, specialists’ reports, scientific papers, interviews and conversations with experts and artists.The aim of my research is to contribute both a theoretical and a speculative understanding of processes, as well as tools applicable in the transmission of embodied knowledge in virtual dance and arts environments as well as digital simulation across industry. Processes were understood theoretically through established studies in embodied cognition applied to workbased training, reinterpreted through my own movement study. Futures methodologies paved the way for speculative processes and analysis. Tools to choreograph scenario design in immersive digital environments were identified through the recognition of cross purpose language such as mindfulness, wayfinding, guided movement and digital kinship. Put together, the major contribution of this research is a greater understanding of the value of dance knowledge applied to simulation developed through theoretical and transformational processes and creative tools

Applied Cognitive Linguistics for Language Teachers

The book offers an easy to read introduction on how cognitive linguistics treats and analyses language and how it differs from other approaches to linguistics. Readers are invited to follow an inspiring approach to linguistics adressing many of the most pressing issues and challenges in language teaching and learning. Many examples from a large variety of languages illustrate the theoretical underpinnings and make theory come to life

Out of my real body: Cognitive neuroscience meets eating disorders

Clinical psychology is starting to explain eating disorders (ED) as the outcome of the interaction among cognitive, socio-emotional and interpersonal elements. In particular two influential models-the revised cognitive-interpersonal maintenance model and the transdiagnostic cognitive behavioral theory-identified possible key predisposing and maintaining factors. These models, even if very influential and able to provide clear suggestions for therapy, still are not able to provide answers to several critical questions: why do not all the individuals with obsessive compulsive features, anxious avoidance or with a dysfunctional scheme for self-evaluation develop an ED? What is the role of the body experience in the etiology of these disorders? In this paper we suggest that the path to a meaningful answer requires the integration of these models with the recent outcomes of cognitive neuroscience. First, our bodily representations are not just a way to map an external space but the main tool we use to generate meaning, organize our experience, and shape our social identity. In particular, we will argue that our bodily experience evolves over time by integrating six different representations of the body characterized by specific pathologies-body schema (phantom limb), spatial body (unilateral hemi-neglect), active body (alien hand syndrome), personal body (autoscopic phenomena), objectified body (xenomelia) and body image (body dysmorphia). Second, these representations include either schematic (allocentric) or perceptual (egocentric) contents that interact within the working memory of the individual through the alignment between the retrieved contents from long-term memory and the ongoing egocentric contents from perception. In this view EDs may be the outcome of an impairment in the ability of updating a negative body representation stored in autobiographical memory (allocentric) with real-time sensorimotor and proprioceptive data (egocentric)