The role of self-touch experience in the formation of the self

The human self has many facets: there is the physical body and then there are different concepts or representations supported by processes in the brain such as the ecological, social, temporal, conceptual, and experiential self. The mechanisms of operation and formation of the self are, however, largely unknown. The basis is constituted by the ecological or sensorimotor self that deals with the configuration of the body in space and its action possibilities. This self is prereflective, prelinguistic, and initially perhaps even largely independent of visual inputs. Instead, somatosensory (tactile and proprioceptive) information both before and after birth may play a key part. In this paper, we propose that self-touch experience may be a fundamental mechanisms to bootstrap the formation of the sensorimotor self and perhaps even beyond. We will investigate this from the perspectives of phenomenology, developmental psychology, and neuroscience. In light of the evidence from fetus and infant development, we will speculate about the possible mechanisms that may drive the formation of first body representations drawing on self-touch experience

Consciousness as Recursive, Spatiotemporal Self-Location

At the phenomenal level, consciousness arises in a consistently coherent fashion as a singular, unified field of recursive self-awareness (subjectivity) with explicitly orientational characteristics—that of a subject located both spatially and temporally in an egocentrically-extended domain. Understanding these twin elements of consciousness begins with the recognition that ultimately (and most primitively), cognitive systems serve the biological self-regulatory regime in which they subsist. The psychological structures supporting self-located subjectivity involve an evolutionary elaboration of the two basic elements necessary for extending self-regulation into behavioral interaction with the environment: an orientative reference frame which consistently structures ongoing interaction in terms of controllable spatiotemporal parameters, and processing architecture that relates behavior to homeostatic needs via feedback. Over time, constant evolutionary pressures for energy efficiency have encouraged the emergence of anticipative feedforward processing mechanisms, and the elaboration, at the apex of the sensorimotor processing hierarchy, of self-activating, highly attenuated recursively-feedforward circuitry processing the basic orientational schema independent of external action output. As the primary reference frame of active waking cognition, this recursive self-locational schema processing generates a zone of subjective self-awareness in terms of which it feels like something to be oneself here and now. This is consciousness-as-subjectivity

Reclaiming human machine nature

Extending and modifying his domain of life by artifact production is one of the main characteristics of humankind. From the first hominid, who used a wood stick or a stone for extending his upper limbs and augmenting his gesture strength, to current systems engineers who used technologies for augmenting human cognition, perception and action, extending human body capabilities remains a big issue. From more than fifty years cybernetics, computer and cognitive sciences have imposed only one reductionist model of human machine systems: cognitive systems. Inspired by philosophy, behaviorist psychology and the information treatment metaphor, the cognitive system paradigm requires a function view and a functional analysis in human systems design process. According that design approach, human have been reduced to his metaphysical and functional properties in a new dualism. Human body requirements have been left to physical ergonomics or "physiology". With multidisciplinary convergence, the issues of "human-machine" systems and "human artifacts" evolve. The loss of biological and social boundaries between human organisms and interactive and informational physical artifact questions the current engineering methods and ergonomic design of cognitive systems. New developpment of human machine systems for intensive care, human space activities or bio-engineering sytems requires grounding human systems design on a renewed epistemological framework for future human systems model and evidence based "bio-engineering". In that context, reclaiming human factors, augmented human and human machine nature is a necessityComment: Published in HCI International 2014, Heraklion : Greece (2014

E-topia: Utopia after the Mediated Body

open access journalA custom-made media installation, diplorasis, will be used to explore the body in digital media. This mediated body attempts to re-think how the Deleuzian time-image is translated from its cinematic confinement to the space of new media. In diplorasis the digitized time-image becomes more directly incorporated with-in the bodily schema. Consequently, the thinking of the virtual and actual space of the body in diplorasis enables a questioning of bodily space-time, and particularly the relation between self and digitized self-image. It is thus crucial to re-frame how this digitized mediated body is distinct from a conventional notion of a metric and habitual space—one that is reinforced by, for example, the medium of linear perspective. The articulation of the mediated body will be used to in-form and extend Elizabeth Grosz’s paradoxical reading of embodiment and utopia, by revisiting the notions of utopia as eu-topic/ou-topic. The spatio-temporality of the topos must be re-considered before utopia. Foucault’s analogy of the mirror will then serve to superimpose the dual and slippery relations between utopia and the heterotopic. The digitized mediated body will thus seek to explore emerging ways by which to consider the utopic by conflating embodiment, time and space within an electronic topos. It is argued that as the sensing and cognitive body becomes increasingly pliable in relation to technological mediations, our very understanding of space-time is changing

Learning from AI : new trends in database technology

Recently some researchers in the areas of database data modelling and knowledge representations in artificial intelligence have recognized that they share many common goals. In this survey paper we show the relationship between database and artificial intelligence research. We show that there has been a tendency for data models to incorporate more modelling techniques developed for knowledge representations in artificial intelligence as the desire to incorporate more application oriented semantics, user friendliness, and flexibility has increased. Increasing the semantics of the representation is the key to capturing the "reality" of the database environment, increasing user friendliness, and facilitating the support of multiple, possibly conflicting, user views of the information contained in a database

The Sacred Engagement: Outline of a hypothesis about the origin of human ‘religious intelligence’.

The question that motivates the central hypothesis advanced in this paper regarding the emergence of early religious thinking is the following: ‘why does religion need material\ud culture?’ What basic functional or symbolic need renders material culture an indispensable and universal component of religion and ritual activity? A common temptation, obvious in a number of recent archaeological and anthropological studies, is to seek an answer in the field of memory (Boyer 1993; 1996; 1998; 2001; McCauley and\ud Lawson 2002; Whitehouse 2000; 2004; Mithen 1998a). This paper argues that material culture does much more than simply offer a symbolic channel for the externalization,\ud communication, and thus successful cultural transmission, of religious ideas. Although the mnemonic significance of the ritual object is not denied, it is proposed that the\ud argument from memory, as traditionally premised, fails to provide a cognitively adequate account of the complex affective ties and multimodal interactions that characterise the distinctive phenomenology of religious experience. Moreover, and from a long-term\ud evolutionary perspective, it is argued that the commonly implied ontological priority of the religious idea, over its material expression, leaves us with no explanation about why,and how, religious concepts emerge in the context of human cognitive evolution. Drawing on the theoretical lines of the Material Engagement approach (Malafouris 2004;\ud Renfrew 2004) I want to advance a different hypothesis that places material culture at the heart of the human capacity for religious thinking (cf. Day 2004)

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel