Embodied Remembering

Sutton, John; Williamson, Kellie

doi:10.4324/9781315775845.ch30

Cited by 6 publications

(8 citation statements)

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“…In addition, the combination of different physical and mental NBT exercises and activities may strengthen the grounding of the participants’ experiences gained during NBT. In the literature on embodied cognition, learning (in this case experiencing the NBT tools) is grounded better if the gained experience is embodied (Corazon et al, 2011 ; Sutton & Williamson, 2014 ). This means that a concrete action that is experienced through the associated bodily sensations and mental associations will be grounded more firmly, so that eventually the body may be a cue for triggering personal embodied memories of the experiences (Sutton & Williamson, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

“I look at my own forest and fields in a different way”: the lived experience of nature-based therapy in a therapy garden when suffering from stress-related illness

Sidenius

Stigsdotter

Poulsen

et al. 2017

International Journal of Qualitative Studies on Health and Well

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Evidence confirms that nature-based therapy (NBT) has a positive effect on people with mental illnesses. However, there is a lack of evidence on the meaning of NBT for specific patient groups. The Nacadia® Therapy Garden was designed according to an evidence-based design process, and an NBT programme was developed. The aim of the study was to illuminate the phenomenon of participants’ lived experience of the NBT in Nacadia. Fourteen participants took part in semi-structured interviews (SSIs), and by way of reflective lifeworld research, the SSIs were analysed to identify and describe the meanings of the phenomenon. The essence of the phenomenon was found to be a process of adopting a searching approach to NBT and Nacadia to become familiar with the conditions. This familiarity stimulated the development of confidentiality and attachment to Nacadia. Feeling protected, safe, cared for, and not exposed was important, and motivated feelings of freedom, reduced demands, and increased the ability to access and try a spectrum of NBT activities. It encouraged participants to develop personal approaches and coping strategies to implement in their everyday lives for moving on.

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Section: Discussionmentioning

confidence: 99%

“I look at my own forest and fields in a different way”: the lived experience of nature-based therapy in a therapy garden when suffering from stress-related illness

Sidenius

Stigsdotter

Poulsen

et al. 2017

International Journal of Qualitative Studies on Health and Well

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“…When she felt she had reached the right length , she decided to stop. While this decision emerged intuitively from her embodied activity in the pool, her behavior was clearly under the influence of all the past situations, which constrained it (see Sutton, 2007; Fuchs, 2012, 2016; Sutton and Williamson, 2014). Said differently, the enaction of this specific feeling about length was linked to the breaststroke patterns that she had built from earlier experiences through multiple interactions with other swimmers in this specific configuration.…”

Section: Skills Beyond the Individualmentioning

confidence: 99%

“…Last, as noted earlier, Lund et al (2012) described how two rowers (one was a novice) learnt to coordinate rhythm. Their results highlighted how the experience of mutual synchronization mediated by coupled ergometers enabled them to develop a kinaesthetic, implicit memory of poor rhythm and gave them the possibility of monitoring their own performance (Sutton and Williamson, 2014). The rowers’ interlaced movements sometimes involved divergent experiential qualities described by the novice rower as a “tjuk-tjuk” – or the feeling of not being together (see section “The Feeling of Being Together”).…”

Section: Skills Beyond the Individualmentioning

confidence: 99%

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

et al. 2019

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Embodied approaches to cognition conceive of mental life as emerging from the ongoing relationship between neural and extra-neural resources. The latter include, first and foremost, our entire body, but also the activity patterns enacted within a contingent milieu, cultural norms, social factors, and the features of the environment that can be used to enhance our cognitive capacities (e.g., tools, devices, etc.). Recent work in music education and sport psychology has applied general principles of embodiment to a number of social contexts relevant to their respective fields. In particular, both disciplines have contributed fascinating perspectives to our understanding of how skills are acquired and developed in groups; how musicians, athletes, teachers, and coaches experience their interactions; and how empathy and social action participate in shaping effective performance. In this paper, we aim to provide additional grounding for this research by comparing and further developing original themes emerging from this cross-disciplinary literature and empirical works on how performative skills are acquired and optimized. In doing so, our discussion will focus on: (1) the feeling of being together, as meaningfully enacted in collective musical and sport events; (2) the capacity to skillfully adapt to the contextual demands arising from the social environment; and (3) the development of distributed forms of bodily memory. These categories will be discussed from the perspective of embodied cognitive science and with regard to their relevance for music education and sport psychology. It is argued that because they play a key role in the acquisition and development of relevant skills, they can offer important tools to help teachers and coaches develop novel strategies to enhance learning and foster new conceptual and practical research in the domains of music and sport.

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“…This fits with the claim by Körner et al (2015) that automatic simulation depends on previous experiences and skills. Experts are likely to form a full-blown first person mental simulation of the described actions (with many grounded representations) whereas a domain-novice would form shallow, word-like representations instead ( Sutton and Williamson, 2014 ). The motor expertise that has been developed would then facilitate any processing and memory of expertise-related information that is presented to this expert.…”

Section: Sensorimotor Simulation: Expertisementioning

confidence: 99%

Mechanisms of embodiment

Dijkstra

Post

2015

Front. Psychol.

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This paper is a critical review of recent studies demonstrating the mechanism of sensorimotor simulation in different cognitive domains. Empirical studies that specify conditions under which embodiment occurs in different domains will be discussed and evaluated. Examples of relevant domains are language comprehension (Tucker and Ellis, 1998), autobiographical memory (Dijkstra et al., 2007), gestures (Alibali et al., 2014), facial mimicry (Stel and Vonk, 2010), and problem solving (Wiemers et al., 2014). The focus of the review is on supporting claims regarding sensorimotor simulation as well as on factors that modulate dynamic relationships between sensorimotor components in action and cognitive domains, such as expertise (Boschker et al., 2002). This discussion takes place within the context of currently debated issues, specifically the need to specify the underlying mechanisms of embodied representations (Zwaan, 2014; Körner et al., 2015).

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Embodied Remembering

Cited by 6 publications

References 0 publications

“I look at my own forest and fields in a different way”: the lived experience of nature-based therapy in a therapy garden when suffering from stress-related illness

“I look at my own forest and fields in a different way”: the lived experience of nature-based therapy in a therapy garden when suffering from stress-related illness

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

Mechanisms of embodiment

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