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Relevant bibliographies by topics / Enactive knowledge

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Journal articles

Academic literature on the topic 'Enactive knowledge'

Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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Journal articles on the topic "Enactive knowledge"

1

Keane, Jondi, Rea Dennis, and Meghan Kelly. "Enacting Bodies of Knowledge." idea journal 17, no. 02 (2020): 13–31. http://dx.doi.org/10.37113/ij.v17i02.407.

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This article discusses a range of issues that arise when bringing together researcher-practitioners around the intersection of art and science, body and environment. Although prompted by the issues played out at the second international Body of Knowledge: Art and Embodied Cognition Conference, the article addresses over-arching concerns around transfer of knowledge that are played out at conferences, through exhibitions and performance, and in publications. The researchers of embodied cognition and arts practitioners/performers share a fascination with the way cognitive ecologies emerge to rev

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2

Amalia, Anisa Rizki, and Tri Nova Hasti Yunianta. "Deskripsi Proses Kognitif Siswa SMP dalam Menyelesaikan Masalah Matematika Berdasarkan Modes Of Representation Teori Bruner." Jurnal Review Pembelajaran Matematika 4, no. 1 (2019): 58–71. http://dx.doi.org/10.15642/jrpm.2019.4.1.58-71.

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There are three steps of cognitive processes, that is: 1) acquire new information, 2) transform information; and 3) test the relevance and accuracy of knowledge or evaluation. This study aims to describe the students the cognitive process of junior high school to solve mathematical problems based on Bruner's three modes of representation. The research is qualitative descriptive. The subjects were three students of junior high school; each of them is with high, medium, and low abilities. The results showed that the cognitive processes of high and medium abilities were able to acquire informatio

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3

Jamaludin, Azilawati, Yam San Chee, and Caroline Mei Lin Ho. "Fostering argumentative knowledge construction through enactive role play in Second Life." Computers & Education 53, no. 2 (2009): 317–29. http://dx.doi.org/10.1016/j.compedu.2009.02.009.

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4

Wolff, Cecilia, and Mauricio Cárcamo. "Enactive or symbolic representation? When the order alters the product." VLC arquitectura. Research Journal 8, no. 1 (2021): 173. http://dx.doi.org/10.4995/vlc.2021.12534.

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<p>This paper reviews a pedagogic exercise related to the degree of Architecture being taught at the University of Chile. This exercise, which is based on the action of folding paper, integrates knowledge areas from the project learning in initial phases. To illustrate this, in the methodology section, the applied didactic strategy together with its theoretical sustenance are described and then followed by both a review of the activities of the project itself and the learning results. The exercise addresses the multidisciplinary features of our field in Architecture, since it encourages

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5

Williams, Roy, Simone Gumtau, and Jenny Mackness. "Synesthesia: From Cross-Modal to Modality-Free Learning and Knowledge." Leonardo 48, no. 1 (2015): 48–54. http://dx.doi.org/10.1162/leon_a_00937.

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In an integrated view of perception and action, learning involves all the senses, their interaction and cross-modality, rather than multi-modality alone. This can be referred to as synesthetic enactive perception, which forms the basis for more abstract, modality-free knowledge and a potential underpinning for innovative learning design. The authors explore this mode of learning in two case studies: The first focuses on children in Montessori preschools and the second on MEDIATE, an interactive space designed for children on the autistic spectrum that offers a “whole-body” engagement with the

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6

Parker, Sandra. "The dancer as documenter: An emergent dancer-led approach to choreographic documentation." Journal of Dance & Somatic Practices 11, no. 1 (2019): 67–80. http://dx.doi.org/10.1386/jdsp.11.1.67_1.

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Realigning the interrelationship between documentation, choreography and the lived moment of performance, this article asks how choreographic documentation practices can be reimagined to articulate deeper layers of embodied knowledge beyond a focus on movement patterns or gestures. Entrusting the dancer to drive the process, accentuating their expertise in perceiving and analysing bodily sensation, the article proposes a series of experimental documentation methods. These include the use of verbal language, the breaking down of choreographic continuity and linear phrasing, and ‘enactive’ filmi

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7

Rousi, Antti Mikael, Reijo Savolainen, and Pertti Vakkari. "A typology of music information for studies on information seeking." Journal of Documentation 72, no. 2 (2016): 265–76. http://dx.doi.org/10.1108/jd-01-2015-0018.

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Purpose – A need to renew music-related information notions arises from both information-seeking models and literature of musical semiotics. The purpose of this paper is to create a music information typology, which aims at facilitating the examination of music information types at varying levels of abstraction in the context of information seeking. Design/methodology/approach – Literature of musical semiotics and information seeking are juxtaposed to develop a novel approach to music-related information. The grounding concepts are Bruner’s enactive, iconic and symbolic modes of representation

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8

Dierckxsens, Geoffrey. "Enactive Cognition and the Other: Enactivism and Levinas Meet Halfway." Journal of French and Francophone Philosophy 28, no. 1 (2020): 100–120. http://dx.doi.org/10.5195/jffp.2020.930.

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This paper makes a comparison between enactivism and Levinas’ philosophy. Enactivism is a recent development in philosophy of mind and cognitive science that generally defines cognition in terms of a subject’s natural interactions with the physical environment. In recent years, enactivists have been focusing on social and ethical relations by introducing the concept of participatory sensemaking, according to which ethical know-how spontaneously emerges out of natural relations of participation and communication, that is, through the exchange of knowledge. This paper will argue first that, alth

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9

ESSL, GEORG, and SILE O'MODHRAIN. "An enactive approach to the design of new tangible musical instruments." Organised Sound 11, no. 3 (2006): 285–96. http://dx.doi.org/10.1017/s135577180600152x.

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In this paper, we propose a theoretical framework for the design of tangible interfaces for musical expression. The main insight for the proposed approach is the importance and utility of familiar sensorimotor experiences for the creation of engaging and playable new musical instruments. In particular, we suggest exploiting the commonalities between different natural interactions by varying the auditory response or tactile details of the instrument within certain limits. Using this principle, devices for classes of sounds such as coarse grain collision interactions or friction interactions can

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10

Gibellini, Laura F., and Ricardo Horcajada González. "Mayautics." Drawing: Research, Theory, Practice 7, no. 1 (2022): 125–37. http://dx.doi.org/10.1386/drtp_00083_1.

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Through analysis and codification of some images created by a 2-year-old child, the authors discuss the performative aspect of drawing as an embodied form of thinking that creates cognitive objects rather than images. We consider an enactive form of knowledge, based on the idea that the practitioner learns and understands while doing, while executing a movement. The ‘objects’ that are obtained in such process, which are constitutive of any graphic practice, would also need the totality of the body for its understanding.

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