Affordances and the Anticipatory Control of Action

Christensen, Wayne; Bicknell, Kath

doi:10.7551/mitpress/10764.003.0033

Cited by 7 publications

(5 citation statements)

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“…Pavese ( 2021 ) argues that these representations of causal principles are practical concepts, or concepts used for intentional control of action. Somewhat similarly to Goldenberg, we suggest that causal control models are employed in action control which explicitly represent causal structure involved in action and help to identify control acts that can achieve goal states (Christensen & Bicknell, 2019 ; Christensen et al, 2015 ).…”

Section: Context and Approachmentioning

confidence: 97%

“…The first type involve high order task-specific coordination functions which constrain the dynamics of the system in a way that allows multiple coordination modes, or synergies . The second consist of explicit strategies (Christensen & Bicknell, 2019 ; Christensen et al, 2015 , 2019 ; Shepherd, 2017 ; Taylor & Ivry, 2012 ). Ranganathan et al ( 2020 ) suggest that flexibility is likely to be based on synergies when the variations in movement pattern are relatively small and the task constraints can be learned over a long period of time.…”

Section: Context and Approachmentioning

confidence: 99%

“…The breadth and depth of evaluation varies, and it is certainly true that there is greater opportunity for deep and wide evaluation before and after performance compared with during, but nevertheless, higher levels of control can be 'in play' during performance. Thus a professional bike rider might, during a race, re-evaluate their ability, re-evaluate their strategy for a particular obstacle, re-evaluate their race strategy, or pacing plan (Christensen & Bicknell, 2019 ; Sutton & Bicknell, 2020 ). More broadly, an athlete may re-evaluate their strategy for the season, and might even re-evaluate their commitment to racing at this level.…”

Section: Context and Approachmentioning

confidence: 99%

“…If grip proves to be unexpectedly high, for instance when using a new type of tire, braking strategies can be modified accordingly. When the individual is uncertain they may adopt a conservative strategy and attempt to gather more information (Christensen & Bicknell, 2019 ). Thus, if they are unsure of how powerful their brakes are, for example if they are on a new or recently serviced bike, they might use early braking or ride at a slower speed as they assess the performance of the brakes.…”

Section: Context and Approachmentioning

confidence: 99%

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Cognitive control, intentions, and problem solving in skill learning

Christensen

Bicknell

2022

Synthese

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We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'on-the-fly' problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to be achieved by automatic mechanisms and too complex and rapid to be achieved by cognitive processes as they are usually understood. A recent theory, Mesh, can explain these results because it posits that skill-specific cognitive abilities develop during skill learning and that control typically involves an interplay between cognitive and automatic mechanisms. Here we develop Mesh further, providing a detailed explanation for these problem solving abilities. We argue that causal representation, metacognitive awareness and other forms of performance awareness combine in the formulation and control of action strategies. We also argue that the structure of control present in this case is inconsistent with Bratman's model of intentions, and that, in the face of high uncertainty and risk, intentions can be much more labile than Bratman recognises. In addition, we found limitations and flaws in problem solving which illuminate the representations involved. Finally, we highlight the crucial role of social and cultural learning in the development of complex skills.

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Section: Context and Approachmentioning

confidence: 97%

Section: Context and Approachmentioning

confidence: 99%

Section: Context and Approachmentioning

confidence: 99%

Section: Context and Approachmentioning

confidence: 99%

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Cognitive control, intentions, and problem solving in skill learning

Christensen

Bicknell

2022

Synthese

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“…Kath Bicknell draws on her embodied experiences in mountain biking over two decades to unpack performance processes and strategies in herself and others. Addressing distinctive aspects of embodied expertise, she describes mutually benefi cial audience-spectator relationships in racing contexts (Bicknell 2010(Bicknell , 2011, the behavioural and social implications of technological trends for women's experiences in mountain biking ( 2016), and how increases in skill retune experts' sense of agency and perception of aff ordances (Christensen et al 2015a;Christensen and Bicknell 2018 ). We add pointers to practitioner-based studies of sport and movement expertise through autoethnography (Allen-Collinson 2009 ), apprenticeship and neuroanthropology (Downey 2005(Downey , 2010Downey et al 2015 ), and carnal or enactive sociology (Wacquant 2014(Wacquant , 2015.…”

Section: Researcher-practitioners On Expert Embodied Experiencementioning

confidence: 99%

Embodied Experience in the Cognitive Ecologies of Skilled Performance

Sutton¹,

Bicknell²

2020

The Routledge Handbook of Philosophy of Skill and Expertise

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Research on expert skills is harder than studying particular cognitive processes -remembering, hearing, grieving, and so on -because its domain is less neatly bounded. Skill and expertise are multi-level, composite phenomena: multi-level in that they involve neural, cognitive, aff ective, motor, social, technological, and cultural processes and resources all at once, composite in that expert musicians or sportspeople are deploying many integrated psychological, bodily, and social capacities all at once, from perception and attention through emotion and memory to precise movement coordination and interactive communication.In a provocative paper for the new Journal of Expertise , Fernand Gobet laments that 'the current state of research into expertise is problematic as knowledge is currently fragmented and communication between disciplines is poor'. This is 'regrettable, as many contradictions between the disciplines have been ignored and many opportunities for cross-fertilization missed' (2018: 1, 5).We embrace Gobet's challenge: 'the way forward for the fi eld of expertise is to join forces and carry out multi-disciplinary research' (2018: 5). We highlight skill phenomena much discussed by expert practitioners, specialist applied researchers, and philosophers infl uenced by phenomenology and ethnography, which have received less attention in cognitive neuroscience and philosophy of mind. We focus on (a) the embodied experience of (b) real expert performers in (c) real domains of practice, as they deploy (d) richly embedded strategies in (e) full and challenging ecological settings.This should not be a surprising 'turn' in the fi eld: while there are many reasonable ways to study skill, one useful path is to fi nd, track, closely observe, and listen to experts. This is a natural route to striking case studies, new puzzles, suggestive angles on existing questions, mature empirical traditions, and rich bodies of theory. While here we take the arts and, primarily, sport as our core domains, this kind of naturalistic or natural philosophy of expertise also operates in other fi elds, from medical diagnosis and surgery to emergency response, from aviation to software engineering, from teaching to science. These fi elds have long been investigated empirically,

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Freediving neurophenomenology and skilled action: an investigation of brain, body, and behavior through breath

Luecke

2022

Phenom Cogn Sci

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Affordances and the Anticipatory Control of Action

Cited by 7 publications

References 0 publications

Cognitive control, intentions, and problem solving in skill learning

Cognitive control, intentions, and problem solving in skill learning

Embodied Experience in the Cognitive Ecologies of Skilled Performance

Freediving neurophenomenology and skilled action: an investigation of brain, body, and behavior through breath

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