Definition of cognition:
Cognition encompasses the mental processes of perceiving, thinking, remembering, problem-solving and decision-making. Traditionally, cognition has been understood as an information-processing process localised in the brain.
Definition of 4E cognition:
4E cognition expands the traditional understanding of cognition and describes it as embodied, embedded, extended and enactive. This approach emphasises that cognitive processes are not limited to the brain, but involve the entire body, the environment and the interactions between organism and environment.
Discussion:
4E cognition represents a paradigm shift in our understanding of cognitive processes and has far-reaching implications for our understanding of digital and artificial resonance spaces.
- Embodied cognition:
This aspect emphasises the role of the body in cognitive processes. Lakoff and Johnson (1999) argue that even abstract concepts are based on bodily experiences. In the context of digital resonant spaces, this leads to questions about how virtual or augmented realities can influence our embodied cognition. For example, immersive VR experiences could enable new forms of embodied cognition that transcend our physical bodily boundaries. - Embedded cognition:
This aspect emphasises the role of the environment in cognitive processes. In his study on ‘distributed cognition’, Hutchins (1995) showed how cognitive processes are distributed across individuals and artefacts in a system. In digital resonance spaces, this could mean that our cognition is increasingly embedded in digital infrastructures and networks, which could lead to new forms of collective intelligence. - Extended cognition:
This aspect, based on the work of Clark and Chalmers (1998), argues that cognitive processes can extend beyond the boundaries of the brain and incorporate external resources. In digital and artificial resonance spaces, this could mean that AI systems, cloud computing and networked devices become extensions of our cognitive abilities. - Enactive cognition:
This aspect, developed by Varela et al. (1991), emphasises that cognition arises through the active interaction of an organism with its environment. In digital resonance spaces, this could lead to new forms of interaction and the creation of meaning in which the boundaries between user and system become blurred.
The work of Stanciu (2023) and Newen et al. (2018) expands our understanding of 4E cognition and its implications for digital and artificial resonance spaces:
- Historical continuity: Stanciu’s work shows that the ideas of 4E cognition have deep historical roots. This emphasises the need to consider not only technological, but also philosophical and cultural aspects when designing digital and artificial resonance spaces.
- Consciousness in digital spaces: The connection between 4E cognition and consciousness, as discussed by Stanciu, opens up new perspectives on the question of how experiences of consciousness can emerge and be shaped in digital and artificial resonance spaces.
- Interdisciplinary approaches: The Oxford Handbook of 4E Cognition emphasises the need for interdisciplinary approaches. This suggests that the design of effective digital and artificial resonance spaces requires the collaboration of experts from different fields such as cognitive science, computer science, philosophy and design science.
- Social cognition: The emphasis on social cognition in the handbook emphasises the importance of designing digital resonance spaces not only for individual but also for collective cognitive processes.
- AI and 4E: The discussion of the applications of 4E cognition in AI research in the handbook opens up new perspectives for the design of artificial resonance spaces, which may be more strongly orientated towards human cognitive processes.
Effects on digital and artificial resonance spaces:
- Expansion of the resonance experience:
4E cognition suggests that digital and artificial resonance spaces can be understood not just as external environments, but as integral parts of our cognitive processes. This could lead to deeper and more comprehensive resonance experiences that go beyond purely mental or emotional reactions. - Redesigning human-machine interaction:
Based on the concept of enactive cognition, artificial resonance spaces could be designed to enable more active and reciprocal interaction between humans and AI. This could lead to more adaptive and context-sensitive AI systems. - Collective cognition in digital spaces:
The concepts of embedded and extended cognition suggest that digital resonant spaces could become platforms for collective cognition. Surowiecki (2004) discusses similar ideas in ‘The Wisdom of Crowds’, which could be further deepened by the 4E perspective. - Ethical challenges:
The merging of cognition and technology, as suggested by the 4E perspective, raises important ethical questions. Floridi (2014) discusses similar challenges in his ‘Philosophy of Information’, which are exacerbated by the integration of AI into our cognitive processes. - New forms of education and learning:
4E cognition implies that learning and education in digital and artificial resonance spaces should not only focus on information transfer, but on holistic, embodied and interactive experiences.
Future research should explore how the various aspects of 4E cognition can be incorporated into the design of digital and artificial resonance spaces to enable richer, more inclusive and ethical interactions between humans and technology.
[Excerpt from chapter 2 of the manuscript]
Cognitive research is concerned with the mental processes that underlie the reception, processing, storage and application of information. The foundations of cognition include various components such as perception, attention, memory, thinking, problem solving, language and decision making. These elements interact with each other to enable our understanding and interaction with the world around us.
The subject of research is how the mind processes visual, auditory and other sensory information to create a coherent experience of reality. There are several main categories for this.
Attention refers to the process of focussing on certain information or stimuli while ignoring others. This ability is crucial for processing information in an often over-stimulating environment.
The study of memory encompasses the way in which information can be encoded, stored and retrieved. Researchers distinguish between different types of memory, such as short-term and long-term memory, and specific systems such as episodic and procedural memory.
Thinking encompasses the processes involved in manipulating information to solve problems, make decisions and form concepts. The subject of research is the study of human thought processes, in particular logic, reasoning and creative problem solving.
Literature:
Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 58(1), 7-19.
Floridi, L. (2014). The fourth revolution: How the infosphere is reshaping human reality. Oxford University Press.
Hutchins, E. (1995). Cognition in the Wild. MIT Press.
Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. Basic Books.
Newen, A., De Bruin, L., & Gallagher, S. (Eds.). (2018). The Oxford handbook of 4E cognition. Oxford University Press.
Stanciu, D. (2023). Consciousness, 4E cognition and Aristotle. Springer Nature.
Surowiecki, J. (2004). The wisdom of crowds. Anchor.
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. MIT Press.