On the Evolution of a Radical Concept: Affordances According to Gibson and Their Subsequent Use and Development

Reaching conceptual stability by re-articulating empirical and theoretical work on affordances

Theoretical developments on affordances have proliferated, resulting in a lack of conceptual stability and a potential compromise in scientific validity. However, affordances should not be discarded, given their centrality in post-cognitive theories and their widespread reuse across various research domains. Empirical research on affordances remains sparse, out of sync with theoretical advancements, and thus unable to contribute effectively to scientific progress due to its disarticulation with theoretical work. That is why re-articulating theoretical and empirical investigations on affordances is needed to pave a more fruitful path for the concept's advancement. To accomplish this objective, emphasis must be placed on empirical research, leveraging recent theoretical propositions and devising corresponding empirical methodologies. The proposed requirements and framework represent a step in this endeavor.

Action Selection in Everyday Activities: The Opportunistic Planning Model

While action selection strategies in well-defined domains have received considerable attention, little is yet known about how people choose what to do next in ill-defined tasks. In this contribution, we shed light on this issue by considering everyday tasks, which in many cases have a multitude of possible solutions (e.g., it does not matter in which order the items are brought to the table when setting a table) and are thus categorized as ill-defined problems. Even if there are no hard constraints on the ordering of subtasks in everyday activities, our research shows that people exhibit specific preferences. We propose that these preferences arise from bounded rationality, that is, people only have limited knowledge and processing power available, which results in a preference to minimize the overall physical and cognitive effort. In the context of everyday activities, this can be achieved by (a) taking properties of the spatial environment into account to use them to one's advantage, and (b) employing a stepwise-optimal action selection strategy. We present the Opportunistic Planning Model as an explanatory cognitive model, which instantiates these assumptions, and show that the model is able to generalize to new everyday tasks, outperforming machine learning models such as neural networks during generalization.

Motor strength as a feature of concepts and visual representations

In this article, we define motor strength as the extent to which a concept is associated with body movements and the motor system that guides body movements. We extend this notion to one of the features of visual representations of some concepts and discuss the role of the motor system in understanding concepts and visual representations that have a significant degree of motor strength. It is suggested that when a concept is understood in its literal sense, the employment of the motor system and gestures in processing that concept depends on its degree of motor strength. If a concept is understood in its metaphorical sense, the employment of the motor system and gestures is dependent on the degree of motor strength of the base of the metaphor through which that concept is understood. The degree of motor strength of a concept relies on its motor affordances and its associations with people's past experiences. Because the motor system plays an essential role in the grounding of many abstract concepts in the physical environment, the notion of motor strength can help psychologists acquire a clearer understanding of how concepts with varying degrees of motor strength are grounded in the physical environment.

No need to integrate action information during coarse semantic processing of man-made tools

Action representation of man-made tools consists of two subtypes: structural action representation concerning how to grasp an object, and functional action representation concerning the skilled use of an object. Compared to structural action representation, functional action representation plays the dominant role in fine-grained (i.e., basic level) object recognition. However, it remains unclear whether the two types of action representation are involved differently in the coarse semantic processing in which the object is recognized at a superordinate level (i.e., living/non-living). Here we conducted three experiments using the priming paradigm, in which video clips displaying structural and functional action hand gestures were used as prime stimuli and grayscale photos of man-made tools were used as target stimuli. Participants recognized the target objects at the basic level in Experiment 1 (i.e., naming task) and at the superordinate level in Experiments 2 and 3 (i.e., categorization task). We observed a significant priming effect for functional action prime-target pairs only in the naming task. In contrast, no priming effect was found in either the naming or the categorization task for the structural action prime-target pairs (Experiment 2), even when the categorization task was preceded by a preliminary action imitation of the prime gestures (Experiment 3). Our results suggest that only functional action information is retrieved during fine-grained object processing. In contrast, coarse semantic processing does not require the integration of either structural or functional action information.

Darwin's agential materials: evolutionary implications of multiscale competency in developmental biology

A critical aspect of evolution is the layer of developmental physiology that operates between the genotype and the anatomical phenotype. While much work has addressed the evolution of developmental mechanisms and the evolvability of specific genetic architectures with emergent complexity, one aspect has not been sufficiently explored: the implications of morphogenetic problem-solving competencies for the evolutionary process itself. The cells that evolution works with are not passive components: rather, they have numerous capabilities for behavior because they derive from ancestral unicellular organisms with rich repertoires. In multicellular organisms, these capabilities must be tamed, and can be exploited, by the evolutionary process. Specifically, biological structures have a multiscale competency architecture where cells, tissues, and organs exhibit regulative plasticity-the ability to adjust to perturbations such as external injury or internal modifications and still accomplish specific adaptive tasks across metabolic, transcriptional, physiological, and anatomical problem spaces. Here, I review examples illustrating how physiological circuits guiding cellular collective behavior impart computational properties to the agential material that serves as substrate for the evolutionary process. I then explore the ways in which the collective intelligence of cells during morphogenesis affect evolution, providing a new perspective on the evolutionary search process. This key feature of the physiological software of life helps explain the remarkable speed and robustness of biological evolution, and sheds new light on the relationship between genomes and functional anatomical phenotypes.

Strong evidence for ideomotor theory: Unwilled manifestation of the conceptual attribute in movement control

Scientific understanding of how the mind generates bodily actions remains opaque. In the early 19th century, the ideomotor theory proposed that humans generate voluntary actions by imagining the sensory consequence of those actions, implying that the idea of an action’s consequence mediates between the intention to act and motor control. Despite its long history and theoretical importance, existing empirical evidence for the ideomotor theory is not strong enough to rule out alternative hypotheses. In this study, we devised a categorization-action task to evaluate ideomotor theory by testing whether an idea, distinguished from a stimulus, can modulate task-irrelevant movements. In Experiment 1, participants categorized a stimulus duration as long or short by pressing an assigned key. The results show that participants pressed the key longer when categorizing the stimulus as long than they did when characterizing it as short. In Experiment 2, we showed that the keypressing durations were not modulated by the decision category when the property of the decision category, the brightness of a stimulus, was not easily transferable to the action. In summary, our results suggest that while the perceived stimulus features have a marginal effect on response duration linearly, the decision category is the main factor affecting the response duration. Our results indicate that an abstract category attribute can strongly modulate action execution, constraining theoretical conjectures about the ideomotor account of how people voluntarily generate action.

Affordances as experienced by university faculties during and after the sudden transition to online teaching

The ravaging effect of COVID-19 has been felt in all spheres of life. While countries are easing their restrictions, the remnants of COVID on education remain, with most universities formally embracing online teaching. Faculty have had to deal with this sudden and enduring transition to online teaching. Although some developments have been made with online education, enormous challenges are simultaneously reported in the literature. This mixed-method study aims to assess the essence of a faculty's bionetwork of lived experience after the sudden shift to online teaching due to the pandemic. Affordance theory was used as a theoretical lens to study the benefits, challenges, and opportunities associated with online education during and post-COVID. The study data comes from faculty members at one institution (n = 170) and follow-up interviews with a smaller subset of participants from the same pool (n = 10). Path analysis and mediation analysis revealed significant differences between the participants based on nationality and gender. While the findings supported two hypotheses, the third hypothesis was not supported. Overall, the findings showed both convergence and divergence between the qualitative and quantitative data. The study incorporates recommendations for online teaching, faculty well-being, and further research based on the results.

Crossing boundaries in the delivery of healthcare - a qualitative study of an eHealth intervention in relation to boundary object theory

With the increasing trend of digitalisation in the health sector, eHealth is being deployed to facilitate interaction between health professionals and service users without physical contact or close proximity. It became prominent during the COVID-19 era when mobility for physical meetings was restricted. Focusing on a video-supported digital toolkit, REACT-NOR, this study explored the experiences of caregivers and supporters in relation to the notion of boundary object. In-depth semi-structured interviews were conducted with 10 supporters and 11 caregivers to gather first-hand experience on the use of the digital tool. It emerged from the study that the use of REACT-NOR made a huge difference for the involved parties by bridging the knowledge gap between supporters and caregivers. The use of the video in particular was useful in engaging and emotionally connecting the supporters and caregivers, resulting in an exciting digital experience. The effectiveness of the digital tool can be explained in the context of a boundary object in that it facilitated the processes of transferring, translating and transforming knowledge. The tool exhibited the attributes of dynamism, flexibility, standardisation and shared structure, which resonates with the notion of a boundary object. An understanding of how boundary objects work is crucial especially with remote care, as depicted in this study, due to the fact that the transfer of knowledge involves multiple processes such as sharing of new and existing knowledge, translation to make it accessible to others and transformation to render it usable across different boundaries.

The roles of motion, gesture, and embodied action in the processing of mathematical concepts

This article discusses perspective and frame of reference in the metaphorical description of mathematical concepts in terms of motions, gestures, and embodied actions. When a mathematical concept is described metaphorically in terms of gestures, embodied actions, or fictive motions, the motor system comes into play to ground and understand that concept. Every motion, gesture, or embodied action involves a perspective and a frame of reference. The flexibility in taking perspective and frame of reference allows people to embody a mathematical concept or idea in various ways. Based on the findings of past studies, it is suggested that the graphical representation of a mathematical concept may activate those areas of the motor system that are involved in the production of that graphical representation. This is supported by studies showing that when observers look at a painting or handwritten letters, they simulate the painter's or writer's hand movements during painting or writing. Likewise, the motor system can contribute to the grounding of abstract mathematical concepts, such as functions, numbers, and arithmetic operations.

Multiple Factors Influencing Healthy Performance for Pre-professional and Professional Classical Violinists: An Exploratory Study Focusing on Physical Health

Musculoskeletal complaints are common in pre-professional and professional classical violinists and these complaints can affect violinists' performance. Therefore, it is important to identify the factors that contribute to healthy performance in this population. Qualitative studies with a variety of stakeholders are able to provide insights from different perspectives into factors influencing healthy performance for the pre-professional and professional classical violinist. In the current small-scale, exploratory study, semi-structured interviews were conducted with various stakeholders; two classical violin students, one classical violin teacher, a physiotherapist, a professional classical violinist, who is also a performance coach, and a health specialist who also graduated as a professional classical violist. Thematic analysis was conducted using Atlas.ti 9. We identified six themes that were indicated as important by the participants in terms of ensuring healthy performance for the pre-professional and professional classical violinist. The themes were: (1) physical aspects (involved in playing the violin); (2) practice routine and techniques; (3) interaction between physical and mental aspects; (4) culture; (5) role of the main subject teacher; and (6) preventive measures. Furthermore, when asked specifically about the development of a physical screening tool, the participants indicated that such a tool should include multiple factors covering various regions of the body, the inclusion of a questionnaire on risk-factors, and follow-up measurements. Also, collaborations between health professionals and main subject teachers were recommended as part of the screening tool to increase commitment of participating students. The results of the current study are based on the opinions, attitudes, and ideas of a small, selected group of participants only and cannot be generalized to a wider group of violinists. More research is needed regarding factors influencing healthy performance, before conservatoires and professional orchestras can develop programs for a healthy playing environment for pre-professional and professional violinists.

The Disinhibiting Effects of Anonymity Increase Online Trolling

Research assessing online trolling-a behavior designed to trigger or antagonize other users for entertainment-has largely focused on identifying individual differences that underlie the behavior. Less attention has been given to how situational factors influence trolling, such as the disinhibiting effects of anonymity. In this study, we evaluated the roles of both individual differences and levels of anonymity in online trolling. We assessed these through experimentation, a relatively novel approach in trolling research. Australian undergraduate students (n = 242, 167 women, 75 men, M_age = 21.18) were allocated to one of three conditions: an anonymous condition where they were not visible to one another, an identifiable condition where they were visible to one another, or an external condition where they completed the study outside of a controlled laboratory environment. Participants first read a short news article before interacting in an online group discussion where participants could chat freely. The first comment participants wrote was later coded for trolling. Participants also completed assessments of psychopathy, sadism, and a global assessment of trolling. As predicted, participants in the anonymous condition trolled more than those in the identifiable condition. No differences were seen between these two conditions and the external condition. Analyses also revealed that sadism and global trolling were positively associated with trolling in the chat room, but psychopathy showed no association. These results demonstrate the importance of both individual differences and the disinhibiting effects of anonymity when investigating the complex nature of trolling.

Seven Educational Affordances of Virtual Classrooms

For many teachers, the COVID-19 pandemic meant an instant shift from teaching in traditional to a virtual classroom to reduce the spread of infection. It represents a widespread and intensive case of digitalization of teaching practice and many stakeholders are asking the imminent question of which transformations that ‘will stick’ and become a constant in the ‘new normal’ onwards. However, research of online teaching in a high school context remains limited. In this study, we analyze what happens when teaching is redirected from the traditional to the virtual classroom and explore what characterizes educational affordances in the virtual classroom. The context is 15 high schools in Sweden and the empirical data includes a survey with a total of 1109 teachers. Educational affordances are used as an analytic lens to conceptualize what teaching activities that the virtual classroom afford. The main contribution includes theorizing about what activities, interactions, and procedures that the virtual classroom affords by presenting seven educational affordances and contrast these with teaching in traditional classrooms. The affordances consist of (1) Structure (2) One-to-one communication (3) Formalized reconciliations (4) Peace and quiet (5) Hidden back channels (6) Right time and (7) Reaches certain students. The seven affordances can make a foundation for reflection and discussions of how to create a didactic design adapted for different classrooms. Furthermore, we contribute with implications to teachers and school leaders.

The visual size of graspable objects is needed to induce the potentiation of grasping behaviors even with verbal stimuli

Merely perceiving objects usually grasped with a power or a precision grip (e.g., an apple vs. a cherry) potentiate power-grip and precision-grip responses, respectively. According to the size-coding account, this potentiation effect is due to the compatibility between size codes associated with both stimuli and responses, rather than to the simulation of motor information stored at a conceptual level (i.e., the embodied account). At the stimulus level, size-coding would occur, because objects associated with a power grip are usually presented in a larger visual size than objects associated with a precision grip. However, this explanation is challenged by results, showing that reading nouns of objects associated with power or precision grip also leads to potentiation effects, even though the visual size of the displayed object is no longer perceived. Therefore, we designed three experiments to better understand this word-based potentiation effect and to investigate whether it relies on size codes. Our results showed a word-based potentiation effect only when the object nouns were interleaved with pictures depicting the objects in their typical visual size. We discuss the contributions of these results for both the size-coding account and the embodied account of the potentiation effect of grasping behaviors.

Influence of colour on object motor representation

Colour conveys specific information about the status/quality of an object; whereas its role in object recognition has been widely studied, little is known about its role in sensorimotor processes. We performed three experiments to assess whether colour influences the motor representation of graspable objects. In Experiment 1, we used a grasp compatibility task, in which participants categorized each object as natural or artifact, by performing reach-to-grasp movements. Response grasps could be compatible or incompatible with the ones normally used to manipulate the objects. Results showed faster reaction times for natural objects displayed in the correct colour compared with both opposite colour and correct colour artifact objects. In Experiment 2, to directly assess the effect of colour on object motor representation, we used an interference task in which an irrelevant object was shown while performing a pre-specified reach-to-grasp movement (i.e., verbal cues: small vs. large). Results highlighted a reversed compatibility effect when objects were shown in their correct colour, but only at the beginning of the movement (10 ms SOA). Finally, we run a third experiment using the same task as in Experiment 2. In this experiment, we compared the grasp compatibility effect driven by natural objects with the grasp compatibility effect driven by dangerous natural objects (e.g., cactus), which are objects that should not elicit a grasping program. The results of Experiment 3 confirm those of Experiment 2, highlighting also specific processes related to dangerous objects. Taken together, these results revealed that colour can be significant for the motor system, highlighting the close link between colour and shape, and also specific processes related to dangerous objects.

Neural Correlates of Hand-Object Congruency Effects during Action Planning

Selecting hand actions to manipulate an object is affected both by perceptual factors and by action goals. Affordances may contribute to "stimulus-response" congruency effects driven by habitual actions to an object. In previous studies, we have demonstrated an influence of the congruency between hand and object orientations on response times when reaching to turn an object, such as a cup. In this study, we investigated how the representation of hand postures triggered by planning to turn a cup was influenced by this congruency effect, in an fMRI scanning environment. Healthy participants were asked to reach and turn a real cup that was placed in front of them either in an upright orientation or upside-down. They were instructed to use a hand orientation that was either congruent or incongruent with the cup orientation. As expected, the motor responses were faster when the hand and cup orientations were congruent. There was increased activity in a network of brain regions involving object-directed actions during action planning, which included bilateral primary and extrastriate visual, medial, and superior temporal areas, as well as superior parietal, primary motor, and premotor areas in the left hemisphere. Specific activation of the dorsal premotor cortex was associated with hand-object orientation congruency during planning and prior to any action taking place. Activity in that area and its connectivity with the lateral occipito-temporal cortex increased when planning incongruent (goal-directed) actions. The increased activity in premotor areas in trials where the orientation of the hand was incongruent to that of the object suggests a role in eliciting competing representations specified by hand postures in lateral occipito-temporal cortex.

Asymmetric effects of graspable distractor disks on motor preparation of successive grasps: A behavioural and event-related potential (ERP) study

There is evidence that seeing a graspable object automatically elicits a preparatory motor process. However, it is unclear whether this implicit visuomotor process might influence the preparation of a successive grasp for a different object. We addressed the issue by implementing a combined behavioural and electrophysiological paradigm. Participants performed pantomimed grasps directed to small or large disks with either a two (pincer) or a five-finger (pentapod) grip, after the presentation of congruent (same size) or incongruent (different size) distractor disks. Preview reaction times (PRTs) and response-locked lateralized readiness potentials (R-LRPs) were recorded as online indices of motor preparation. Results revealed asymmetric effects of the distractors on PRTs and R-LRPs. For pincer grip disks, incongruent distractors were associated with longer PRTs and a delayed R-LRP peak. For pentapod grip disks, conversely, incongruent distractors were associated with shorter PRTs and a delayed R-LRP onset. Supporting an interpretation of these effects as tapping into motor preparation, we did not observe modulations of stimulus-locked LRP's (sensitive to sensory processing), or of the P300 component (related to reallocating attentional resources). These results challenge models (i.e., the "dorsal amnesia" hypothesis) which assume that visuomotor information presented before a grasp will not affect how we later perform that grasp.

Parallel Development of James J. Gibson’s Ecological and Paul M. Fitts’s Information Processing Approaches to Perception and Performance

James J. Gibson and Paul M. Fitts, two psychologists who had, and continue to have, a substantial influence on research in perception, action, and human performance, had remarkable, parallel careers with roots in the U.S. Army Air Forces Aviation Psychology program in World War II. Fitts is widely regarded as founder of the applied field of engineering psychology and the basic field of human performance, both based on a human information processing approach. Gibson founded ecological psychology, a school of thought that runs counter to the information processing approach and adopts a radical empiricist approach to perception and action in natural environments. Despite the origins of their disparate views in applied aviation psychology and each having had major impacts on the field of psychology, Gibson and Fitts seem to have had little contact with each other, and their research traditions have continued primarily along separate paths to this day. In this article, we review the arcs of Fitts’s and Gibson’s careers, emphasizing similarities and differences historically and theoretically. We end with a discussion of why their approaches differed widely, whether attempts to reconcile them can be meaningful, and the importance of experimental psychologists attending to applied research problems.