However, it is possible that the pigeons in both the two-item same/different task (Katz and Wright 2006) and the matching-to-sample tasks (Bodily et al. 2008; Katz et al. 2008) performed the tasks by responding to recently seen items, because the target was always presented first followed by the choice options.
A culture of health and futurity, right now, represents a terrified or intimidated flight from moral freedom – covering our eyes from the fact that we have no further urgent tasks of bodily improvement, and really need to choose between setting new social goals, or just grooming ourselves into eternity.
Several recent studies paint a positive picture concerning the inclusion of high levels of bodily engagement into learning tasks (e.g. Johnson-Glenberg et al., 2014; Lindgren et al., 2016; Mavilidi et al., 2015, 2016; Ruiter et al., 2015).
These body-based representations might become part of a learner's "toolbox," providing utility for reasoning on novel tasks, where bodily action might serve to alter the way in which the learner structures their thinking.
Incidental embodiment manipulations aim to influence cognitive processes using cues (for an example, see Jostmann et al., 2009), while we define integrated forms of embodied learning to feature bodily activity integrated into a learning task (based on the task-oriented view of embodied cognition presented by Wilson and Golonka, 2013).
In "Sacred Hunger" we learn that when Kemp was a boy he built a dam of driftwood and stones, attempting to hold back the sea on the Norfolk coast, and his cousin had to lift him bodily away from this compulsive task, which had bloodied his fingers.
The reviewed literature and our classification of these studies along the dimensions of task integration and bodily engagement allow us to formulate recommendations concerning the design of embodied learning settings.
The two dimensions for EC research, task integration and bodily engagement, can be used to distinguish embodiment interventions on a theoretical level while also providing guidance for instructional designers aiming to apply EC findings.
Although the diagram in Fig. 1 appears to sharply divide the four combinations of factors, the dimensions should be regarded as continuous and the case may be made for regarding the boundaries as fuzzy; leading to intermediate forms of task integration and bodily engagement.
Yet this simply isn't how society views women who decide that the war on bodily hair is a completely pointless task.
