A micro-phenomenological and semiotic approach to cognition in practice: a path toward an integrative approach to studying cognition-in-the-world and from within

Abstract

The article presents the course-of-experience framework and how it contributes to studying cognition in practice. The aim is twofold: (a) to argue for a phenomenologically and semiotically inspired enactivist approach to practice and cognition in practice and (b) to describe research methods that provide rigorous first-person data in relation to practice—in other words, a view “from within” of practice. Practice is considered to be a relevant unit of analysis for studying cognition-in-the-world and is defined as enacted, lived, situated, embodied, and enculturated. Practice is not viewed as a “context for” but as “constitutive” of the cognitive process itself. This article describes (a) the epistemological foundation and general assumptions of the course-of-experience framework, (b) the associated way of looking at pre-reflective self-consciousness and its relation to practice, (c) the analytical hypothesis derived from Peirce’s semeiotic, and (d) some methodological considerations related to data collection, data processing, and analysis. In the concluding section, we outline the added value of the course-of-experience framework for cognitive science, and we indicate possible directions for further research.

Reducing fear of water and aquaphobia through 360 degree video use?

“…The study used qualitative methods through selfconfrontation micro-phenomenological interviews (Poizat et al, 2022) with two students (interviews were made individually immediately after the 360 • video experience). This occurred through gathering two categories of data: (1) the swimmer's verbalization during the interview to elicit their lived experience during the viewing situation and (2) a description of behavior during the viewing situation (e.g., body and arm movements).…”

“…The tetradic sign is a triad that linked object-representamen-interpretant subjacent to the course of the experience unit. Poizat et al (2022) defined the object like referred to the actor's involvement in the situation, the representamen refers to perceptive, proprioceptive, or mnemonic judgment, and the interpretant refers to the activated (or established) knowledge that allows the actor to interpret the situation (Table 1). The course of experience unit refers FIGURE 4 Self-confrontation with swimmer during lap-top viewing.…”

“…The course of experience unit refers FIGURE 4 Self-confrontation with swimmer during lap-top viewing. to practical actions, communications, interpretations, emotions, feelings, and self-talk (Poizat et al, 2022).…”

Context-Aware Classrooms as Places for an Automated Analysis of Instructional Events

“…Compared to the previous approach, both the classroom and the individuals' cognitions are relevant entities. Observational units are about social events that emerge from the analysis, and are not pre-established from the individuals point of view [25]. The behaviors are not purely disconnected, but connected to practice [24].…”

Exploring in a climbing task during a learning protocol: a complex sense-making process

“…The enactive approach is grounded in phenomenological philosophy and the cognitive sciences (Varela et al, 1991;Stewart et al, 2010;Di Paolo et al, 2017;Poizat et al, 2022). This framework is designed to examine agents' sense-making as it emerges from their structural coupling with the environment (Di Paolo et al, 2017).…”