How to study the mind: An introduction to embodied cognition

Embodied Cognition (EC) is a comprehensive approach to, and framework for, the study of the mind. EC treats cognition as a coordinated set of tools evolved by organisms for coping with their environments. Each of the key terms in this characterization-tool, evolved, organism, coping, and environment-has a special significance for understanding the mind that is discussed in this article

Where creativity comes from: the social spaces of embodied minds

This paper explores creative design, social interaction and perception. It proposes that creativity at a social level is not a result of many individuals trying to be creative at a personal level, but occurs naturally in the social interaction between comparatively simple minds embodied in a complex world. Particle swarm algorithms can model group interaction in shared spaces, but design space is not necessarily one pre-defined space of set parameters on which everyone can agree, as individual minds are very different. A computational model is proposed that allows a similar swarm to occur between spaces of different description and even dimensionality. This paper explores creative design, social interaction and perception. It proposes that creativity at a social level is not a result of many individuals trying to be creative at a personal level, but occurs naturally in the social interaction between comparatively simple minds embodied in a complex world. Particle swarm algorithms can model group interaction in shared spaces, but design space is not necessarily one pre-defined space of set parameters on which everyone can agree, as individual minds are very different. A computational model is proposed that allows a similar swarm to occur between spaces of different description and even dimensionality

The cognitive hypothesis, task design, and adult task-based language learning

The Cognition Hypothesis of task-based language learning proposes that pedagogic tasks be sequenced for learners largely on the basis of increases in their cognitive complexity so as to increasingly approximate the demands of real-world target tasks. In this paper I describe a framework for operationalizing this proposal that distinguishes between dimensions of tasks that can be manipulated to develop access to an existing L2 knowledge base (such as allowing planning time) and dimensions that can be manipulated to promote greater syntacticization and grammaticization of current interlanguage (such as increasing reasoning demands). Three predictions of the Cognition Hypothesis are that increasing the cognitive demands of tasks along the latter developmental dimensions will (a) push learners to greater accuracy and complexity of L2 production in order to meet the consequently greater functional/communicative demands they place on the learner and (b) promote interaction and heightened attention to and memory for input, so increasing incorporation of forms made salient in the input; and that (c) individual differences in cognitive and affective factors contributing to perceptions of task difficulty will progressively differentiate performance and learning as tasks increase in complexity. I describe results of studies in a componential framework for task design which have examined these issues, providing some support for the predictions made

Benefits and challenges of applying Semantic Web Services in the e-Government domain

Joining up services in e-Government usually implies governmental agencies acting in concert without a central control regime. This requires the sharing of scattered and heterogeneous data. Semantic Web Service (SWS) technology can help to integrate, mediate and reason between these datasets. However, since few real-world applications have been developed, it is still unclear which are the actual benefits and issues of adopting such a technology in the e-Government domain. In this paper, we contribute to raising awareness of the potential benefits in the e-Government community by analyzing motivations, requirements, and expected results, before proposing a reusable SWS-based framework. We demonstrate the application of this framework by a compelling use case: a GIS-based emergency planning system. We illustrate the obtained benefits and the key challenges which remain to be addressed

Thirdspace: the Trialectics of the Real, Virtual and Blended Spaces

This article aims to redefine the concept of Thirdspace and make a trilateral relationship between the three concepts of real space, virtual space and the user. To do so, not only the concept of Thirdspace has to be redefined, but also a new understanding of virtual space as a relatively independent space is required. This three-sided relation requires a new understanding of the relationship between the body and virtual space. Special attention is paid to the role of the body in the relationship between the user and virtual space through a phenomenological approach. Borderline spaces - VR technology and video games such as Pokémon Go - which are resulted from the interpenetration of real and virtual spaces have been considered as the new edges of interaction between real and virtual spaces and they are on a constant rise. This article's key question is if using the concept of Thirdspace, one could build a bridge on the theoretical gap between real and virtual spaces and better understand the confrontation of the user with real, virtual and borderline spaces as well as their lived experiences. The authors believe that the answers are positive. This understanding paves the way not only to help the users improve their life skills for today's real-virtual world but also to manage the stresses caused by living in such surroundings

The design-by-adaptation approach to universal access: learning from videogame technology

This paper proposes an alternative approach to the design of universally accessible interfaces to that provided by formal design frameworks applied ab initio to the development of new software. This approach, design-byadaptation, involves the transfer of interface technology and/or design principles from one application domain to another, in situations where the recipient domain is similar to the host domain in terms of modelled systems, tasks and users. Using the example of interaction in 3D virtual environments, the paper explores how principles underlying the design of videogame interfaces may be applied to a broad family of visualization and analysis software which handles geographical data (virtual geographic environments, or VGEs). One of the motivations behind the current study is that VGE technology lags some way behind videogame technology in the modelling of 3D environments, and has a less-developed track record in providing the variety of interaction methods needed to undertake varied tasks in 3D virtual worlds by users with varied levels of experience. The current analysis extracted a set of interaction principles from videogames which were used to devise a set of 3D task interfaces that have been implemented in a prototype VGE for formal evaluation