Conversation: What, How, Where, and Why is Speculation?

Non peer reviewe

Distribueret kognition og distribueret sprog: analyse af kognitive events i en akutmedicinsk social praksis

Denne artikels emne falder inden for ny kognitiv sprogforskning, og den diskuterer, hvordan distribueret kognition og distribueret sprog bidrager til studiet af menneskelig interaktion og betydningsdannelse. Artiklen falder i to dele: en teoretisk og en analytisk-empirisk. Første del vurderer og kontrasterer distribueret kognition og distribueret sprog i forhold til klassiske perspektiver på og tilgange til sprog, interaktion og betydningsdannelse (fx samtaleanalyse). Den analytisk-empiriske del præsenterer en analyse af, hvordan funktionelle diagnosticeringsprocesser i læge-patient-interaktioner er betinget af kropslig koordinering med omgivelserne. I forlængelse heraf præsenteres en analysemetode, kognitiv eventanalyse, der netop tager højde for de processer, der udspiller sig i de hurtige interkropslige dynamikker. Med udgangspunkt i autentisk videomateriale har analysen til formål at vise, hvorledes sproglige og kognitive processer udspiller sig i både normative, strukturelle dynamikker såvel som i synkroniserede interkropslige dynamikker, der ikke lader sig beskrive inden for rammerne af mere traditionelle tilgange inden for interaktionsforskningen. Med afsæt i analysen konkluderes det, at konsekvensen af det distribuerede perspektiv ikke kun afspejles på et teoretisk plan. Metodisk er der brug for en analysemetodik, der indfanger sproget som kropslige handlinger. Ydermere har et distribueret perspektiv praktiske implikationer for, hvordan man organiserer og designer omgivelser, hvor der skal træffes beslutninger, og hvordan man uddanner praktikere

A blended quantitative-ethnographic method for describing vocal sonification in dance coaching

In this paper we present a micro-analytic description of the role vocalizing plays in a single case of professional dance instruction. We use a novel mix of qualitative and quantitative tools in order to investigate, and more thoroughly characterize, various forms of vocal co-organization. These forms involve a choreographer using vocalization to couple acoustic dynamics to the dynamics of their bodily movements, while demonstrating a dance routine, in order to enable watching dancers to coordinate the intrabodily dynamics of their own simultaneous performances. In addition to this descriptive project, the paper also suggests how such forms of coordination might emerge, by identifying those forms of voice-body coupling as potential instances of “instructional vocal sonification”. We offer a tentative theoretical model of how vocal sonification might operate when it is used in the teaching of movement skills, and in the choreographic teaching of dance in particular. While non-vocal sonification (both physical and computer-generated) is increasingly well-studied as a means of regulating coordinated inter-bodily movement, we know of no previous work that has systematically approached vocal sonification. We attempt to lay groundwork for future research by showing how our model of instructional vocal sonification might plausibly account for some of the effects of vocalization that we observe here. By doing so, the paper both provides a solid basis for hypothesis generation about a novel class of phenomena (i.e., vocal sonification), and contributes to bridging the methodological gap between isolated descriptions and statistical occurrences of a given type of event

Human Pacemakers and Experiential Reading

This paper applies an embodied perspective to the study of reading and has a two-fold aim: (i) to discuss how reading is best understood in terms of cultural-cognitive performance that involves living bodies who actively engage with reading materials, and (ii) to spark a dialogue with neighboring disciplines, such as multimodality studies and movement studies, which likewise pivot on how practices and performances involve moving bodies: life is something we do . An embodied cognitive perspective considers how performance is constrained by and draws on expertise such as lived experience as well as the material affordances available in the situation. Such a perspective is crucial for reading research as this domain has been, and largely still is, dominated by the view that reading is a silent, disembodied activity that takes place in the reader's brain by means of neural mechanisms. However, recent studies of reading practices are starting to develop new explanations emphasizing the multimodal engagement in reading as crucial for managing the activity. While this perspective is still empirically underexplored, we seek to highlight how reading is managed by readers' dynamic, embodied engagement with the material. We call this engagement cognitive pacemaking , an action-perception phenomenon we argue should be considered as the key mechanism for controlling attention. We present here a framework to understand reading in terms of pacemaking by emphasizing attentional shifts constituted by embodied modulations of lived temporality. Methodologically, we combine a close reading of a classic literary text, with the focus on attentional modulation with a qualitative study of university students reading different short texts. We highlight how meaning emerges not primarily from linguistic decoding and comprehension, but also from cognitive-cultural, multimodal engagement with the text. Finally, we conclude that empirical reading research should focus on how embodied reading differs across contexts, genres, media and personalities to better scaffold and design reading settings in accordance with those aspects

Interpersonal Coordination Dynamics in Psychotherapy:A Systematic Review

Background The aim of this study was to gain a better understanding of interpersonal coordination (i.e., covariation over time) in different modalities (e.g., physiology, language) during psychotherapy and their importance for understanding the dynamics of psychotherapeutic interaction and efficacy. Methods We conducted a systematic review of all studies examining some form of interpersonal coordination in a psychotherapeutic context. Results We first summarize details of the included studies such as gender composition, therapy types, and methods used. The collation of these studies provided evidence that, during psychotherapeutic contexts, interpersonal coordination occurs in physiology, movements, interpersonal displays, and language/vocalizations. Further, it also showed that movement coordination was most frequently associated with psychotherapy outcomes, physiological coordination was most frequently associated with empathy, and coordination in a variety of modalities including language/vocalizations were most frequently associated with therapeutic alliance. Conclusions We discuss these results, shortcomings with the current literature, and highlight three crucial questions for future research. Research on interpersonal coordination in psychotherapy has potential to advance the both the research and practice of psychotherapy