منابع مشابه
Affective loop experiences: designing for interactional embodiment.
Involving our corporeal bodies in interaction can create strong affective experiences. Systems that both can be influenced by and influence users corporeally exhibit a use quality we name an affective loop experience. In an affective loop experience, (i) emotions are seen as processes, constructed in the interaction, starting from everyday bodily, cognitive or social experiences; (ii) the syste...
متن کاملBringing tacit knowledge back to contributory and interactional expertise: A reply to Goddiksen.
We analyse a recent paper by Goddiksen (2014) where the author raises questions about the relationship between authorship, attribution and Collins & Evans' concept of contributory and interactional expertise. We then highlight recent empirical work in the sociology of climate change science that has made similar points in order to clarify how authorship, division of labour and contribution are ...
متن کاملExpertise and its embodiment: examining the impact of sensorimotor skill expertise on the representation of action-related text.
In two experiments, we explored how novice and expert athletes represent the everyday and sport-specific objects and actions that they read about. Novice and expert ice hockey players (Experiment 1) and football players (Experiment 2) read sentences describing everyday or sport-specific situations and then judged whether a pictured item (either matching the action implied in the previous senten...
متن کاملCommentary: First-Order Embodiment, Second-Order Embodiment, Third-Order Embodiment
The framework of first-, second-, and third-order embodiment (1-3E; Metzinger, 2014) was developed for exploring how phenomenal properties are physically and computationally grounded. Metzinger’s goal for 1-3E is to show how the experience of being a self (i.e., phenomenal selfhood) is generated within an embodied system and thus to embed his self-model theory (Metzinger, 2004) in the context o...
متن کاملInteractional Feedback and Instructional Counterbalance
This comparative analysis of teacher-student interaction in two different instructional settings at the elementary-school level (18.3 hr in French immersion and 14.8 hr Japanese immersion) investigates the immediate effects of explicit correction, recasts, and prompts on learner uptake and repair. The results clearly show a predominant provision of recasts over prompts and explicit correction, ...
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ژورنال
عنوان ژورنال: Studies in History and Philosophy of Science Part A
سال: 2007
ISSN: 0039-3681
DOI: 10.1016/j.shpsa.2007.09.008