The bodily basis of thought

Sensorimotor Underpinnings of Mathematical Imagination: Qualitative Analysis

Many mathematicians have a rich internal world of mental imagery. Using elementary mathematical skills, this study probes the mathematical imagination's sensorimotor foundations. Mental imagery is perturbed using body position: having the head and vestibular system in different positions with respect to gravity. No two mathematicians described the same imagery. Eight out of 11 habitually visualize, one uses sensorimotor imagery, and two do not habitually used mental imagery. Imagery was both intentional and partly autonomous. For example, coordinate planes rotated, drifted, wobbled, or slid down from vertical to horizontal. Parabolae slid into place or, on one side, a parabola arm reached upward in gravity. The sensorimotor foundation of imagery was evidenced in several ways. The imagery was placed with respect to the body. Further, the imagery had a variety of relationships to the body, such as the body being the coordinate system or the coordinate system being placed in front of the eyes for easy viewing by the mind's eye. The mind's eye, mind's arm, and awareness almost always obeyed the geometry of the real eye and arm. The imagery and body behaved as a dyad, so that the imagery moved or placed itself for the convenience of the mind's eye or arm, which in turn moved to follow the imagery. With eyes closed, participants created a peripersonal imagery space, along with the peripersonal space of the unseen environment. Although mathematics is fundamentally abstract, imagery was sometimes concrete or used a concrete substrate or was placed to avoid being inside concrete objects, such as furniture. Mathematicians varied in the numbers of components of mental imagery and the ways they interacted. The autonomy of the imagery was sometimes of mathematical interest, suggesting that the interaction of imagery habits and autonomy can be a source of mathematical creativity.

The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

In this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

Effects of the unilateral dynamic handgrip on resting cortical activity levels: A replication and extension

Previous studies have linked unilateral hand contractions to subsequent changes in hemispheric asymmetric activity, as reflected in the electroencephalographic alpha (8-12 Hz) range in each hemisphere. However, debate continues regarding the state of asymmetry induced by unilateral contractions. We have previously found a bilateral enhancement of alpha amplitude that occurs after contractions, reflecting cortical downregulation instead of changes in asymmetric activity. To corroborate our observations, we examined the effects of 45 s of unilateral dynamic handgrip contractions on subsequent resting alpha activity. Twenty-two right-handed participants were recruited (M = 25 years, 17 female). The study used a within-subjects design consisting of a pre- and post-test (2 min resting; eyes open) for the intervention (dynamic handgrip; at a self-determined pace of approximately twice a second for 45 s for each hand). Following the handgrip task, an increase in alpha amplitude above the baseline was observed over the entire cortex, which was greater after left-hand squeezing. This observation confirms our previous findings and we have extended them by adding more electrodes to gain further insights into the handgrip exercise as an external brain stimulator. Moreover, we grouped electrodes according to scalp regions to facilitate the visualization of the effects on the frequency spectrum. Our findings can be used to develop targeted interventions aimed at modifying behavioral outcomes affected by alpha activity.

Multiple Intelligences in Teaching and Education: Lessons Learned from Neuroscience

This brief paper summarizes a mixed method review of over 500 neuroscientific reports investigating the proposition that general intelligence (g or IQ) and multiple intelligences (MI) can be integrated based on common and unique neural systems. Extrapolated from this interpretation are five principles that inform teaching and curriculum so that education can be strengths-based and personalized to promote academic achievement. This framework is proposed as a comprehensive model for a system of educational cognitive neuroscience that will serve the fields of neuroscience as well as educators. Five key principles identified are culture matters, every brain is unique—activate strengths, know thyself, embodied cognition/emotional rudder, and make it mean something.

Effects of subconcussive head trauma on the default mode network of the brain

Although they are less severe than a full blown concussive episodes, subconcussive impacts happen much more frequently and current research has suggested this form of head trauma may have an accumulative effect and lead to neurological impairment later in life. To investigate the acute effects that subconcussive head trauma may have on the default mode network of the brain resting-state, functional magnetic resonance was performed. Twenty-four current collegiate rugby players were recruited and all subjects underwent initial scanning 24 h prior to a scheduled full contact game to provide a baseline. Follow-up scanning of the rugby players occurred within 24 h following that game to assess acute effects from subconcussive head trauma. Differences between pre-game and post-game scans showed both increased connectivity from the left supramarginal gyrus to bilateral orbitofrontal cortex and decreased connectivity from the retrosplenial cortex and dorsal posterior cingulate cortex. To assess whether or not a history of previous concussion may lead to a differential response following subconcussive impacts, subjects were further divided into two subgroups based upon history of previous concussion. Individuals with a prior history of concussion exhibited only decreased functional connectivity following exposure to subconcussive head trauma, while those with no history showed increased connectivity. Even acute exposure to subconcussive head trauma demonstrates the ability to alter functional connectivity and there is possible evidence of a differential response in the brain for those with and without a history of concussion.

Construing Organizational Identity: The Role of Embodied Cognition

This paper presents a theory of organizational identity based on embodied cognition. Embodied cognitive science focuses on developing theories that reveal how humans’ capacities to process information and gain knowledge are functions of bodily experiences. What members come to know about an organization is a function of what they physically experience, as well as what is in their heads. We propose and examine four embodied capacities that members use to construe what they believe is central, distinctive, and enduring about their organizations. We suggest this approach reveals an important fourth dimension of OI: that an individual’s construal of organizational identity must also be ‘substantiated’ or verified by a member’s embodied experiences. We consider how an embodied construal of OI might add to three dominant perspectives on OI, and discuss how it might expand our understanding of six OI-related topics, ranging from individual organizational identification to large-scale organizational change. We close with suggestions for future research, including new empirical methods and perhaps a reexamination of organizational cognition as a whole.

The psychomotor theory of human mind

This study presents a new theory to explain the neural origins of human mind. This is the psychomotor theory. The author briefly analyzed the historical development of the mind-brain theories. The close relations between psychological and motor systems were subjected to a rather detailed analysis, using psychiatric and neurological examples. The feedback circuits between mind, brain, and body were shown to occur within the mind-brain-body triad, in normal states, and psycho-neural diseases. It was stated that psychiatric signs and symptoms are coupled with motor disturbances; neurological diseases are coupled with psychological disturbances; changes in cortico-spinal motor-system activity may influence mind-brain-body triad, and vice versa. Accordingly, a psychomotor theory was created to explain the psychomotor coupling in health and disease, stating that, not the mind-brain duality or unity, but the mind-brain-body triad as a functional unit may be essential in health and disease, because mind does not end in the brain, but further controls movements, in a reciprocal manner; mental and motor events share the same neural substrate, cortical, and spinal motoneurons; mental events emerging from the motoneuronal system expressed by the human language may be closely coupled with the unity of the mind-brain-body triad. So, the psychomotor theory rejects the mind-brain duality and instead advances the unity of the psychomotor system, which will have important consequences in understanding and improving the human mind, brain, and body in health and disease.

A cognitive-perceptual analysis of projective tests used with children

There are both general and specific problems with projective tests--the production, comprehension, and interpretation of two-dimensional visual representations. At the general level, there is a need to integrate findings from the neuro- and cognitive sciences, cognitive, perceptual, and affective development, and the understanding and interpretation of pictorial material based on the accumulated research base in the arts. At the specific level, much of the research base on projective tests is poor or outdated; evidence for clinical utility is mixed or negative; and the tests possess poor reliability and validity while the putative underlying psychological process of projection" has not been subject to rigorous empirical examination--the term remains vague and elusive. While earlier critiques and reviews have focused on problems in validity and reliability, their has been a lack of attention to the development of children's pictorial abilities as pertain to projective techniques. Although many of the principles delineated here also apply to adolescents and adults, an important challenge for clinicians is to develop and employ better methods in the "projective" assessment of children.