scholarly journals How can neuroscience help understand design and craft activity? The promise of cognitive neuroscience in design studies

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
Pirita Seitamaa-Hakkarainen ◽  
Minna Huotilainen ◽  
Maarit Mäkelä ◽  
Camilla Groth ◽  
Kai Hakkarainen
Keyword(s):  
Cognitive Neuroscience ◽  
Design Research ◽  
Empirical Studies ◽  
Skill Learning ◽  
Functional Activities ◽  
Traditional Design ◽  
Challenges And Opportunities ◽  
Design Activities ◽  
Reflection In Action ◽  
The Brain

 Designing and making crafts is a complex, multifaceted process that requires sophisticated, professional thinking and competence, described as reflection in action and as an embodied process in which the hand, eye and mind collaborate. This article discusses these cognitive and embodied aspects central to designing and making crafts in light of cognitive neuroscience. Understanding the specific cognitive processes and forms of knowledge used in creative practices is essential. In this article, we propose that cognitive neuroscience provides valuable tools for analysing thinking and acting processes relevant to designing and making. We discuss the challenges and opportunities that the use of brain imaging methods, in particular, provides for understanding design activities, skills and cognition. Additionally, we present two neuroscientific experimental settings from our empirical studies in which the methods of cognitive neuroscience are applied to study and detect the interrelations between drawing, forming, skill learning and the functional activities of the brain and its subareas. We argue that cognitive neuroscience provides valuable instruments and methods which complement traditional design research.

The neural reuse hypothesis

2020 ◽  
Author(s):  
Vicente Raja ◽  
Marcie Penner ◽  
Lucina Q. Uddin ◽  
Michael L. Anderson
Keyword(s):  
Cognitive Neuroscience ◽  
Neurodevelopmental Disorders ◽  
Skill Learning ◽  
Brain Dynamics ◽  
Developmental Study ◽  
Future Directions ◽  
Neural Reuse ◽  
The Brain ◽  
Do So ◽  
Developmental Cognitive Neuroscience

In this chapter, the authors propose neural reuse as a promising unifying framework for the advance of developmental cognitive neuroscience. In order to do so, first, the authors describe the hypothesis of neural reuse and some of the evidence for its importance to and impact on the development of the brain. Then, the authors compare neural reuse with the three prominent frameworks in contemporary developmental cognitive neuroscience—maturational viewpoint, interactive specialization, and skill learning—and show how neural reuse can accommodate their virtues while avoiding their shortcomings. After that, the authors explore some of the implications of neural reuse for the developmental study of math cognition, brain dynamics, and neurodevelopmental disorders. Finally, the authors sketch some future directions of research and some specific research suggestions.

A Physical Experience While Watching Dance

2008 ◽  
Vol 40 (S1) ◽  
pp. 237-246 ◽  
Author(s):  
Liesbeth Wildschut
Keyword(s):  
Cognitive Neuroscience ◽  
Mirror Neurons ◽  
Empirical Studies ◽  
Visual Input ◽  
Motor Memory ◽  
Emotional Experiences ◽  
Dance Performance ◽  
Research Results ◽  
Kinesthetic Empathy ◽  
The Brain

Cognitive neuroscience is an area that helps us to enlarge our knowledge of how movement is perceived and how we can understand the process of kinesthetic empathy. In this article I will analyze the connections between the visual input while watching a dance performance, the motor memory, the awareness of movement sensation, and emotional experiences. Experiments done on monkeys by Rizzolatti et al. gave insight in the working of the brain while watching dance. He discovered activity of neurons, which he called mirror neurons. Many experiments followed by neuroscientists and psychologists like Keysers, Bekkering, and Calvo–Merino. In this article I will use research results from neuroscience, as well as results from my own empirical studies. Those results give us more insight in the mechanisms active in the process of kinesthetic empathy, which can be helpful for choreographers interested in involvement strategies on a movement level.

Spotting a liar by looking for microexpressions: Challenges and Opportunities

2019 ◽  
Author(s):  
Xunbing Shen
Keyword(s):  
Empirical Evidence ◽  
Deception Detection ◽  
Empirical Studies ◽  
High Stake ◽  
Challenges And Opportunities ◽  
Cues To Deception ◽  
The Relationship

Microexpressions do exist, and they are regarded as valid cues to deception by many researchers, furthermore, there is a lot of empirical evidence which substantiates this claim. However, some researchers don’t think the microexpression can be a way to catch a liar. The author elucidates the theories predicting that looking for microexpressions can be a way to catch a liar, and notes that some data can support for the utilization of microexpressions as a good way to detect deception. In addition, the author thinks that the mixed results in the area of investigating microexpressions and deception detection may be moderated by the stake. More empirical studies which employ high-stake lies to explore the relationship between microexpressions and deception detection are needed.

Designing a creative programming unit within the elementary school core curriculum

2020 ◽  
Author(s):  
Yumiko Murai ◽  
Ryohei Ikejiri ◽  
Yuhei Yamauchi ◽  
Ai Tanaka ◽  
Seiko Nakano
Keyword(s):  
Core Curriculum ◽  
Design Research ◽  
Empirical Studies ◽  
School Curriculum ◽  
Educational Design ◽  
Current Trends ◽  
Educational Design Research ◽  
Creative Learning ◽  
Uncertain Future ◽  
The Impact

Cultivating children’s creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaging in problem solving. While current trends in education, such as maker movements and computer science education, are dramatically expanding children’s opportunities for engagement in creative learning, comparatively few empirical studies explore how creative learning can be integrated into the school curriculum. The educational design research described in this paper focuses on a curriculum unit that enables students to engage with creative learning through computer programming activities while meeting curriculum goals. The data provided in this paper were drawn from three classroom tryouts, the results of which were used to drive an iterative design process. This paper also shares several insights on the impact of creative learning in curriculum teaching.

Using social robots to create inclusive classroom experiences for children with mixed visual abilities

2021 ◽  
pp. 1-6
Author(s):  
Isabel Neto
Keyword(s):  
Social Engagement ◽  
Field Work ◽  
School Community ◽  
Social Robots ◽  
Inclusive Classroom ◽  
Classroom Experiences ◽  
Special Schools ◽  
Challenges And Opportunities ◽  
Design Activities ◽  
Group Interviews

Visually impaired children are increasingly educated in mainstream schools rather than special schools. However, even though being included with their sighted peers, previous research reveals concerns with classroom participation, lack of collaborative learning, reduced social engagement, and potential for isolation. My dissertation explores designing and building interactive social robots to promote inclusive classroom experiences and social engagement between children with mixed visual abilities. Social robots have the potential to foster engagement, participation, and collaboration due to their unique multi-sensory capabilities, actuators, and agency. Situated in a local mainstream school, I conducted extensive field work that involved engaging with the school community, including children, teachers, therapists, and parents through ethnographic observations, contextual inquiry, group interviews, and design activities. The identified challenges and opportunities will guide the design of social robots capable of supporting inclusive classroom experiences and sustaining long-term social engagement between mixed visual abilities' pupils. I will explore opportunities for off-the-shelf and custom-built robots to address existing challenges by following a user-centred methodology to design prototype, and evaluate solution with the school community.

scholarly journals A State-of-the-Art Review on Empirical Data Collection for External Governed Pedestrians Complex Movement

2018 ◽  
Vol 2018 ◽  
pp. 1-42 ◽  
Author(s):  
Xiaomeng Shi ◽  
Zhirui Ye ◽  
Nirajan Shiwakoti ◽  
Offer Grembek
Keyword(s):  
Data Collection ◽  
Empirical Data ◽  
Empirical Studies ◽  
Movement Patterns ◽  
Simulation Models ◽  
Straight Line ◽  
Challenges And Opportunities ◽  
Pedestrian Traffic ◽  
Random Flows ◽  
Complex Movement

Complex movement patterns of pedestrian traffic, ranging from unidirectional to multidirectional flows, are frequently observed in major public infrastructure such as transport hubs. These multidirectional movements can result in increased number of conflicts, thereby influencing the mobility and safety of pedestrian facilities. Therefore, empirical data collection on pedestrians’ complex movement has been on the rise in the past two decades. Although there are several reviews of mathematical simulation models for pedestrian traffic in the existing literature, a detailed review examining the challenges and opportunities on empirical studies on the pedestrians complex movements is limited in the literature. The overall aim of this study is to present a systematic review on the empirical data collection for uni- and multidirectional crowd complex movements. We first categorized the complex movements of pedestrian crowd into two general categories, namely, external governed movements and internal driven movements based on the interactions with the infrastructure and among pedestrians, respectively. Further, considering the hierarchy of movement complexity, we decomposed the externally governed movements of pedestrian traffic into several unique movement patterns including straight line, turning, egress and ingress, opposing, weaving, merging, diverging, and random flows. Analysis of the literature showed that empirical data were highly rich in straight line and egress flow while medium rich in turning, merging, weaving, and opposing flows, but poor in ingress, diverging, and random flows. We put emphasis on the need for the future global collaborative efforts on data sharing for the complex crowd movements.

scholarly journals Targeting neuro–immune communication in neurodegeneration: Challenges and opportunities

2018 ◽  
Vol 215 (11) ◽  
pp. 2702-2704 ◽  
Author(s):  
Aleksandra Deczkowska ◽  
Michal Schwartz
Keyword(s):  
Immune System ◽  
Cross Talk ◽  
Immune Cells ◽  
Therapeutic Approach ◽  
Neurological Diseases ◽  
Challenges And Opportunities ◽  
The Cross ◽  
The Brain

Immune cells patrol the brain and can support its function, but can we modulate brain–immune communication to fight neurological diseases? Here, we briefly discuss the mechanisms orchestrating the cross-talk between the brain and the immune system and describe how targeting this interaction in a well-controlled manner could be developed as a universal therapeutic approach to treat neurodegeneration.

scholarly journals Mimicry is associated with procedural learning, not social bonding, neural systems in autism

2020 ◽  
Author(s):  
Bahar Tunçgenç ◽  
Carolyn Koch ◽  
Amira Herstic ◽  
Inge-Marie Eigsti ◽  
Stewart Mostofsky
Keyword(s):  
Social Bonding ◽  
Brain Regions ◽  
Autism Spectrum ◽  
Skill Learning ◽  
Autism Spectrum Conditions ◽  
Neural Systems ◽  
Procedural Skill ◽  
Communication Difficulties ◽  
Learning Functions ◽  
The Brain

AbstractMimicry facilitates social bonding throughout the lifespan. Mimicry impairments in autism spectrum conditions (ASC) are widely reported, including differentiation of the brain networks associated with its social bonding and learning functions. This study examined associations between volumes of brain regions associated with social bonding versus procedural skill learning, and mimicry of gestures during a naturalistic interaction in ASC and neurotypical (NT) children. Consistent with predictions, results revealed reduced mimicry in ASC relative to the NT children. Mimicry frequency was negatively associated with autism symptom severity. Mimicry was predicted predominantly by the volume of procedural skill learning regions in ASC, and by bonding regions in NT. Further, bonding regions contributed significantly less to mimicry in ASC than in NT, while the contribution of learning regions was not different across groups. These findings suggest that associating mimicry with skill learning, rather than social bonding, may partially explain observed communication difficulties in ASC.

scholarly journals DESIGN THINKING MODELS IN DESIGN RESEARCH AND EDUCATION

2016 ◽  
Vol 4 ◽  
pp. 488 ◽  
Author(s):  
Andra Irbīte ◽  
Aina Strode
Keyword(s):  
Design Education ◽  
Design Research ◽  
Design Thinking ◽  
Social Economic ◽  
Interdisciplinary Cooperation ◽  
Public Higher Education ◽  
Traditional Design ◽  
Systems Requirements ◽  
Research And Education ◽  
Is Design

Design thinking has become a paradigm that is considered to be useful in solving many problems in different areas:  both in development of design projects and outside of traditional design practice.  It raises the question - is design thinking understood as a universal methodology in all cases? How it is interpreted in design education? The analysis of theoretical and design related literature indicates different basic and contextual challenges facing design today: increasing scale of social, economic and industrial borders; complexity of environment and systems; requirements in all levels. As specialists and researchers in the field of design have concluded, here are multiple disconnects betweenwhat the graduate design schools are teaching at the level of methods and what skills is already needed. The problems have been found also in interdisciplinary cooperation and research. In the context of design thinking models and problem solving methods, the analysis shows that design education implementers in public higher education institutions in Latvia are ready for local and global challenges.  

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