Within the construct of embodiment, some lessons will be more embodied: how does learning compare in the passive (low) embodiment condition versus the active (high) embodiment condition.
However, the concept of task integration with a spectrum ranging from integrated to incidental is more general and thus can be applied to more types of embodiment research than gestural congruency.
The theories of embodiment were graded on a continuum and characterized as: (1) non-embodied, (2) secondary embodiment, (3) weakly embodied, or (4) strongly embodied.
On the other end of the spectrum, we consider studies in which embodiment aspects are connected inseparably with a learning task based on Wilson and Golonka's (2013) task-oriented view of embodiment.
In contrast to incidental forms of embodiment, integrated forms of embodiment can pose additional challenges when designing embodiment experiments (for an overview, see Wilson and Golonka, 2013).
Which indicate a stronger sense of embodiment of the device.
Therefore, feminist concepts of embodiment and plurality remain crucial.
Given the realities of embodiment, there will be sexual differences.
Once internalized, such norms profoundly affect the phenomenology of embodiment.
The paper focuses on the definition of embodiment, especially whether physical embodiment is necessary and/or sufficient for cognitive systems.
