An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity
In this article, we articulate preliminary insights from two pilot studies. These studies contribute to an ongoing process of developing empirical, cross-disciplinary measures to understand the cognitive and learning effects of complex artistic practices – effects that we situate between theory of e...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2017-01-01
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| Series: | Connection Science |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/09540091.2016.1277692 |
| _version_ | 1797684070475366400 |
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| author | Pil Hansen Robert J. Oxoby |
| author_facet | Pil Hansen Robert J. Oxoby |
| author_sort | Pil Hansen |
| collection | DOAJ |
| description | In this article, we articulate preliminary insights from two pilot studies. These studies contribute to an ongoing process of developing empirical, cross-disciplinary measures to understand the cognitive and learning effects of complex artistic practices – effects that we situate between theory of embodied concepts and conceptually calibrated physical attention and action. The stage of this process that we report on here was led by the cognitive performance studies scholar and dramaturge, Pil Hansen, and undertaken in collaboration with the experimental psychologist, Vina Goghari, and the behavioural economist, Robert Oxoby, assisted by four research assistants from Drama, Music, and Psychology at the University of Calgary. Our team set out to test the following hypothesis: Active participation in performance generating systems has a positive effect on advanced student performers’ working memory capacity, executive functions, and learning. Our results have implications, in particular, for understandings of embodied learning in the educational sector, however a perhaps more significant contribution is a better understanding of the measures and constructs needed to arrive at a more complex, yet operational concept of embodied learning and forward the experimental study of relationships between performing arts practices, cognition, and learning. |
| first_indexed | 2024-03-12T00:24:03Z |
| format | Article |
| id | doaj.art-60f7d9087c0a4687a2f29b7c927101ca |
| institution | Directory Open Access Journal |
| issn | 0954-0091 1360-0494 |
| language | English |
| last_indexed | 2024-03-12T00:24:03Z |
| publishDate | 2017-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Connection Science |
| spelling | doaj.art-60f7d9087c0a4687a2f29b7c927101ca2023-09-15T10:47:57ZengTaylor & Francis GroupConnection Science0954-00911360-04942017-01-01291779310.1080/09540091.2016.12776921277692An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacityPil Hansen0Robert J. Oxoby1University of CalgaryUniversity of CalgaryIn this article, we articulate preliminary insights from two pilot studies. These studies contribute to an ongoing process of developing empirical, cross-disciplinary measures to understand the cognitive and learning effects of complex artistic practices – effects that we situate between theory of embodied concepts and conceptually calibrated physical attention and action. The stage of this process that we report on here was led by the cognitive performance studies scholar and dramaturge, Pil Hansen, and undertaken in collaboration with the experimental psychologist, Vina Goghari, and the behavioural economist, Robert Oxoby, assisted by four research assistants from Drama, Music, and Psychology at the University of Calgary. Our team set out to test the following hypothesis: Active participation in performance generating systems has a positive effect on advanced student performers’ working memory capacity, executive functions, and learning. Our results have implications, in particular, for understandings of embodied learning in the educational sector, however a perhaps more significant contribution is a better understanding of the measures and constructs needed to arrive at a more complex, yet operational concept of embodied learning and forward the experimental study of relationships between performing arts practices, cognition, and learning.http://dx.doi.org/10.1080/09540091.2016.1277692performance generating systemsimprovisationdancelearningembodimentcognitionempirical research methods |
| spellingShingle | Pil Hansen Robert J. Oxoby An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity Connection Science performance generating systems improvisation dance learning embodiment cognition empirical research methods |
| title | An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity |
| title_full | An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity |
| title_fullStr | An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity |
| title_full_unstemmed | An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity |
| title_short | An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity |
| title_sort | earned presence studying the effect of multi task improvisation systems on cognitive and learning capacity |
| topic | performance generating systems improvisation dance learning embodiment cognition empirical research methods |
| url | http://dx.doi.org/10.1080/09540091.2016.1277692 |
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