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Inherent Noise Hidden in Nervous Systems’ Rhythms Leads to New Strategies for Detection and Treatments of Core Motor Sensing Traits in ASD
Published in Elizabeth B. Torres, Caroline Whyatt, Autism, 2017
This promising subfield known to many as embodied cognition has yet to make contact with clinical ASD, where a psychological-psychiatric construct prevails to describe disembodied social issues as mental illnesses. In contrast, the approaches described in this chapter are congruent with the views of embodied cognition (Lobel 2014; Shapiro 2011; Ziemke et al. 2007) and ecological psychology (Gibson 1979, 1983). They afford the types of closed-loop approaches used in the fields of brain–machine and body–machine interfaces and neural smart prosthetics that use sensory substitution and sensory augmentation techniques to guide and adapt the nervous systems’ functioning in real time. These techniques that reparameterize the nervous systems’ output and feed it back to the end user in near real time in a highly controlled manner hold tremendous promise in ASD interventions, as shown here by the related work from our lab (Torres et al. 2013).
Introducing material-discursive approaches to health and illness
Published in Lucy Yardley, Material discourses of health and illness, 2013
From a discursive standpoint a limitation of ecological psychology, and to a lesser extent phenomenology, is that although it provides a framework for analysing dynamic and meaningful self—environment relations, these seem to be conceived in predominantly asocial and pre-linguistic terms. However, although the introspective methodological tradition of phenomenology (see Chapter 2 for a description) is associated with a close attention to apparently private, individual experience, the meaning of this experience is embedded in the context of an environment which is both social and physical, as Merleau-Ponty explains: Our relationship with the social is, like our relationship to the world, deeper than any express perception or any judgement… We must return to the social with which we are in contact by the mere fact of existing, and which we carry about inseparably with us before any objectification.(Merleau-Ponty 1962:362)
Ecological psychology and task representativeness: implications for the design of perceptual-motor training programmes in sport
Published in Youlian Hong, Roger Bartlett, Routledge Handbook of Biomechanics and Human Movement Science, 2008
Matt Dicks, Keith Davids, Duarte Araújo
Ecological psychology emphasizes the importance of a synergetic relationship between a performer and the environment. It predicates that performers can gain information for action from the surrounding distributions of energy to specify action-relevant properties of the world (Fajen, Riley and Turvey, in press; Montagne, 2005). An athlete with a diminished capacity to act on the surrounding environment would not only have fewer possibilities to change the structure of the surrounding environment, he/she would also have fewer opportunities to know about the environment within which they are performing. For example, on an attacking break, rugby union players constantly search the environment for information to guide actions: Should they pass to a team-mate? If so, when? Should they attempt to go past an opponent? Which opponent? Whatever decision the player takes, the energy flows available in the surrounding environment (e.g., optic or acoustic) will alter, presenting new information and thus new opportunities for action. Actions can result in the presentation of otherwise unavailable perceptual information.
Narrowing the physiotherapy knowledge-practice gap: faculty training beyond the health sciences
Published in Physiotherapy Theory and Practice, 2023
Sarah M. Schwab, Valéria Andrade, Tarcísio Santos Moreira, James T. Cavanaugh, Daniela V. Vaz, Paula L. Silva
Innovations afforded by DVV’s training are located specifically at the mid-level and macro-level (Figure 1). At the midlevel, student thinking beyond a mechanical view is stimulated, in accordance with the ecological principle of taking the organism-environment system as the irreducible unit of analysis (Fitch and Turvey, 1978). Ecological psychology also inspires instructional innovation by promoting an embodied-embedded approach to cognition (Richardson et al., 2008; van der Kamp, Withagen, and Orth, 2019). The approach encourages students to be active re-creators rather than spectators (Freire, 2008). Ecological psychology posits that human skill and learning can only be understood on the scale of the direct relationship between a person and the environment. This puts ecologically based pedagogies directly at odds with prescriptive and explanatory pedagogies (van der Kamp, Withagen, and Orth, 2019). Instead of depositing instructor-derived knowledge, an ecologically embodied-embedded approach must provide students with opportunities to actively experience new ways to relate to the world (van der Kamp, Withagen, and Orth, 2019).
From embodiment to emplacement: Toward understanding occupation as body-mind-environment
Published in Journal of Occupational Science, 2023
Antoine Bailliard, Susan Agostine, Stephanie Bristol, Ya-Cing Syu
For occupational science, conceiving cognitive processes as sensorimotor activations lends support to the idea that occupational participation plays a critical and enduring role in human development and cognitive activity via the body’s sensorimotor activations during participation. It also suggests that researchers could benefit by considering the body’s role in their research design and conceptual framework. For example, Sestito et al. (2018) compared the perception of experienced pilots and novice pilots using a neuroergonomic approach. Their approach combined ecological psychology and embodied cognition to emphasize the “situated nature of perceptual experience” (p. 10) to more fully understand how people engage with their environments. Using EEG, the researchers measured pilots’ neural responses to static images depicting a landing scenario. They found that the neural response of experienced pilots to the images differed significantly from the neural response of novices (Sestito et al., 2018). Experienced pilots demonstrated sensorimotor activation and reported that they perceived the images as more realistic than novices. A stronger sensorimotor activation was associated with a higher perception of being present in the scenario stimulus. Sestito et al. concluded that perception is situated and contingent on a person’s perceived potential for action. In this case, the airplane cockpit was embodied in a manner that pilots automatically perceived the stimuli in terms of action potential and locomotion constraints (i.e., possibilities for action) as a result of past skillful performances in a similar context.
Collective Variables and Task Constraints in Movement Coordination, Control and Skill
Published in Journal of Motor Behavior, 2021
The ecological theory of perception and action and the related domain of coordination dynamics have advanced the proposition that the collective variable is likely to be an abstract informational variable and not a standard biomechanics physical variable (Haken, 1996; Kelso, 1994, Mitra et al., 1998). This postulation reflects a shift in the theoretical emphasis away from the centrality of the dimensions of joints and muscles in the long held but still ongoing debate on ‘what’ is controlled in movement (Latash, 2008). Ecological psychology and coordination dynamics provides a theoretical framework to consider relational (informational) constraints as well as physical constraints to the acquisition of perceptual-motor skills (Kelso, 1984; Kugler & Turvey, 1987; Turvey, 2002; Warren, 2006). In this view, the collective variable will be to a large degree task dependent because each task has its own confluence of physical and informational constraints (Newell, 1986; Warren, 2006).