topics& thinking&with&body&and&&...
TRANSCRIPT
David&Kirsh&Cogni/ve&Science&UCSD&
Thinking&with&Body&and&&Other&Things&
Topics&
• Thinking&with&Things&
• Thinking&with&the&Body&
• Conclusions&
PART 1 - THINKING WITH THINGS
Prove:&&all&three&medians*&of&a&triangle&always&&&intersect&at&a&single&point.&
Thinking&with&external&support&
* Median: a line from a vertex of the triangle to the midpoint of the side opposite that vertex. !
Why make a diagram?
Because&too&hard&to&do&it&in&your&head&
Key&interac/ve&strategy&
Project ! Create ! Project structure
Create figure Project 1st construction
Project 2nd construction if you can. Else
write it in.
. . . .
Sketching&for&Design&
Projec/on&vs.&Imagina/on&
• Projection anchors the imagined "structure onto an external structure "!
• External structure supports projected extension!
• Projection is imagination tied to structure!
Experiment&
Projec/on&Experiment&
Blank
4 5 6
1 2 3
7 8 9
Training
X O
Table + X OTable
Training&image&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Three&condi/ons&&
Imagination Projection Projection2
Blank
4 5 6
1 2 3
7 8 9
Training
X O
Table + X OTable
Conjecture:++Subjects+will+play+be5er+under+projec7on+condi7on.+
Results&
Blank XO Table Blank XO Table Blank XO Table
3 by 3: Mean Time Per Move
All Weak StrongVisualization Ability
Mea
n(Ti
me
Per M
ove)
in s
econ
ds
0
1
2
3
4
5
6
7
5.4 5.3 5.3
4.94.7
4.94.8 4.6
4.9
• &Nothing&is&to&be&gained&by&projec/on&or&any&condi/on.&
• &Imagina/on&is&just&as&good&&
Surprise: we were wrong!
Lower&is&beLer&
What&about&at&4&by&4?&
• In&3&by&3&subjects&never&need&remember&more&than&5&or&6&moves.&&&Task&is¬&hard&enough&to&warrant&scaffolding&spa/al&working&memory.&&
3 by 3: Mean Time Per Move
All Weak StrongVisualization Ability
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Mea
n(Ti
me
Per M
ove)
in se
cond
s
4.8 4.6 4.9 4.9 4.7 4.95.4 5.3 5.3
Blank XO Table Blank XO Table Blank XO Table
All
Mea
n(Ti
me
Per M
ove)
in se
cond
s
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Blank XO Table
10.7
9.59.1
4 by 4: Mean Time Per Move
Weak StrongVisualization Ability
Blank XO Table Blank XO Table
14.1
11.6
10.4 10.19.4 9.3
4&by&4&&&&T&&&A&Grid&helps&
p&=&.002&
p&=&.014&
New&Projec/on&Experiment&
Training&image&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Four&condi/ons&&
Blank
4 5 6
1 2 3
7 8 9
Training
X O
Table + X OTable Blank
4 5 6
1 2 3
7 8 9
Training
X O
Table + X OTable
Imagination Projection Projection2 Blank
45
61
237
89Training
XO
Table+XO
Table
Skewed&Blindfolded&
!"!#
$"%#
!"&#
!"'#
!"$#
$"'#
$"$#
("'#
)*+,-# .+/*0# .+/*0#1#23#
!"#$%&'(%)*)+#",*-%
).($(..(/%0#"-1%
In&simple&cases&imagina/on&is&easier&for&some&
• Many subjects found it easier "to play the 3 by 3 game "
in their imagination. """"Conjecture!
• Why? Because there is a cost to anchoring, to aligning mental projection – cost to augment reality "!
Implica/on&Imagination is powerful. Sometimes better than projection. But there�s only so far you can go by imagining before you need to project onto structure.
Benefits of Projection
Imagination Complexity Cost of anchoring > benefits of projection
The benefits of projecting increase as the complexity of the thing to be imagined increases.
Blank
4 5 6
1 2 3
7 8 9
Training
X O
Table + X OTable
Research&Opportuni/es&
• New&experiments&on&Interac/ve&Cogni/on&– We&can&redo&many&classical&psychological&experiments&about&reasoning&that&were&done&on&paper.&&They&are&transformed&when&done&for&real&in&3D&–&e.g.&&water&jug&problem&&
• New&experiments&on&Projec/on&– How&projec/on&is&involved&in&geometry,&in&design,&in&gesture,&in&other&types&of&problem&solving&
– UCSD&now&has&the&Arthur&C&Clarke&Center&for&Human&Imagina/on&
Simula/ng&in&the&world&instead&of&the&head&
Background&
Hypothesis&in&Embodied&Cogni/on&is&that&&
&people&mentally&simulate&things&&&to&understand&them&
Language&understanding&
• How&do&we&understand&a&phrase?&&
“…&squeezed&the&lemon&...”&
&
Comprehension&involves&
• &Sensory&simula/on&• Possibly&tacit&(unconscious)&
• &Sensory&priming&
We&think&that&way&too&
Maybe&to&understand&things&we&simulate&them&in&our&mind’s&eye&
My&inquiry&
If&we&can&do&it&in&our&mind’s&eye&maybe&we&do&it&in&the&world&too,&rather&than&in&our&mind.&&& & & & &(When&we&can)&
&
Real%simula*on%as%part%of%cogni*on%
My&inquiry&
If&we&can&do&it&in&our&mind’s&eye&maybe&we&do&it&in&the&world&too,&rather&than&in&our&mind.&&& & & & &(When&we&can)&
Will these&pieces&make&this&image?&
Here&you&have&to&do&it&in&your&mind’s&eye.&
Oops&
• It’s more reliable. If you can do it you must be right.
• The World guarantees truth.
Solving&it&in&the&world& Mental simulation is always fallible
Search Time (function of number of pieces)
Prob. correct 50%
100%
Physical
Mental
For large n pieces mental simulation approaches 50% correct
6 8 10 12 14
n pieces
Implica/on&
If&you&can&do&it&without&much&more&effort&why¬&do&it&in&the&world?&
Tetris&
Epistemic&ac/on&at&high&speed&• Manipulate physical objects to save mental manipulation!
– physical rotation saves mental "computation & is faster !
• Piece recognition!• Placement decision!
– physical translation improves certainty!
• Both interactive strategies involve"millisecond coordination!
• The world changes at just the "moment we need it to help us decide"Tight temporal coupling.!
!31
Work done with Paul Maglio
Scrabble&
U&R&T& P&N&A&G&
Issue is the relentless force of the visible – data driven
Project&!&Create&!&Project&&&Cycle&
gantpru
g ant pur
g ant pru
grant up
Pant g ur
Timing&is&important&
Interact&with&leLers&
Cogni/on&flows&to&wherever&costs&are&lower&• In closely coupled system, "
process and structure migrates "wherever costs are lowest!
!
• Lots of odd things people do!– we do not yet understand why!
THINKING&WITH&THE&BODY:&Choreography&T&a&case&study&&
What&we&studied&
Timeline&–&‘Dyad’&2009&
Wayne&McGregor&&
Jan&26th&& Feb&13th&&
UCSD&
Aug&25th&& Sept&7th&&
London&
Oct&13th&&
Premiere&
Total&=&6&weeks&
Random&Dance&&
Timeline&–&‘Far’&&2010&
Sept&13th&& Nov&13th&&&
London&
Nov&17th&&&
Premiere&
Total&=&6&weeks&
Timeline&–&‘Undance’&&2011&
Aug&26th&& Sept&25th&&&&
London&
Dec&2nd&&&&
Premiere&
Total&=&4&weeks&
Observa/on&SetTUp&
! Mandeville Auditorium ! Cal-IT2
Field&Notes&• Observa/ons&for&5&hours/day,&for&13&days&&
– !&Online&coding&of&ac/vity&in&FIELD&NOTES&• Includes:&Time&of&ac/vity,&Ac/vity&code,&and&Descrip/on&of&ac/vity&
Interviews&
• Interviews for 2 hours/day, for 23 days!
!
Before and after session each day
After session each day usually in two�s
MARKING&
MARKING&
A&dance&phrase&is&prac/ced,&explored&or&reviewed&in&a&less&energe/c&manner&than&doing&it&�fullTout�.&&&
Dancer&&abstracts&from&full&phrase&&&&focuses&aLen/on&on&&
some&specific&aspect&of&the&complete&form.&&&
&
Small marking
MARKING&&T&DURING&PRACTICE&
Marking: a universal phenomenon
• Tennis swing – by aspect!
• Cello – on the arm!
• Staged Plays – an Italian run-through!
• Imperfect modeling – aspectual – as a learning/practice technique!
What&it&is&• Represent a full dance phrase by a less
energetic, less detailed one!
Marked Phrase
Full Phrase
Smaller Marking
Stylized
Small
– It is a form of physical sketching !
Antoine - Full Antoine – Large marking
Antoine – Small marking
How&does&it&work&…&
• It helps to manage attention on target issue!
• It recruits the body to fill in timing, balance!
– think about the end point and get trajectories for free !
• Like interactive sketching: dancers can focus on specific aspects of their phrase!
Experiment&to&compare&learning&&
Which conditions facilitate learning most?!
Mark++ Full<Out++ Simulate in the head +
Measuring&Performance&
Three metrics: "!
1 2 3"" Technicality, Memory, Dynamics"Precision of positions, Completeness of detail, Speed, Force, Acceleration !
Experimental&Design&&
Trial&1&30&mins&
Trial&2&30&mins&
Trial&3&30&mins&
BREAK&I&&&&&5 min&
&&&&Teach&&&&&&&&&&Measure&&&&&&Prac/ce&&&&&&&Measure&&
10&mins& 10&mins&
Teach Practice
5&mins& 5&mins&
Phrase&1& Measure Measure Phrase&1&
BREAK&II&&&5 min&
10&mins& 10&mins&
Teach Practice
5&mins& 5&mins&
Phrase&2& Measure Measure Phrase&2&
10&mins& 10&mins&
Teach Practice
5&mins& 5&mins&
Phrase&3& Measure Measure Phrase&3&
Overall&Marking&was&best!&
Practicing by marking and full-out are significantly better than practicing by simulation
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Mean Improvement From Practice
Mea
n(ra
w d
elta
)
-0.5
0.0
0.5
1.0
Condition
Full
Marking
Simulation
Improvement&by&measured&factor&
Precision All elements Dynamics
Learning broken down by dimensionMeasure
Memory Technicality Timing Dynamics
Mean(Grade)
-1.0
-0.5
0.0
0.5
1.0
1.5
2.0
ConditionFull
Marking
Simulation
How&can&marking&be&the&best?&
• When&dancers&mark&they&are&literally&doing&the&wrong&thing!&&How&can&it&facilitate&doing&the&right&thing?&
8&secs&T&FULL& 4&secs&&STANDARD&MARK& 4&secs&&SMALL&MARK&
Conclusions&
• We&interact&with&the&world&in&all&sorts&of&way&that&had¬&been&appreciated&before&
• We&have&evolved&to&think&with&things&
• We&have&evolved&to&use&our&body&to&help&us&think&
• It&is&a&good&/me&to&be&doing&cogni/ve&science&
– The&field&is&wide&open!&
UCSD&class&and&Random&Dancers&
THE+END+