Manipulable Artifacts Research Articles

The Potential Synergy of Digital and Manipulative Artefacts

On the basis of the hypothesis that emerged from recent research studies, this article discusses the potential synergy between the combined use of both digital and manipulative artefacts. The discussion is supported by examples drawn from a collection of data gathered in the frame of two teaching experiments, carried out at different school levels, with the objective of constructing mathematical meanings of geometric transformations. The examples are analyzed through a specific lens aimed at identifying key elements supporting and refining the idea of synergy, with the aim of more precisely characterizing it.

Mental Arithmetic and Interactivity: the Effect of Manipulating External Number Representations on Older Children\u2019s Mental Arithmetic Success

Manipulative artefacts are considered useful scaffolds of arithmetic during early years education, but their use is considered less important as children get older. Yet adult arithmetic performance often recruits artefacts to improve accuracy and efficiency, and so the same benefits should accrue to children beyond early years. We propose that interacting with manipulatives supports working memory by extending the mental workspace. This is a hitherto poorly explored aspect of the pedagogical benefits of manipulatives. Forty-three children aged between 7 and 9 years old were invited to assess whether interacting with artefacts supported arithmetic when under a working memory load. Interactivity and load were manipulated in a 2 × 2 repeated measures design. Children calculated the total of seven digits either with hands down—low interactivity—or moving numbered tokens—high interactivity. Additionally, in half the conditions, the children performed a second task designed to tax working memory. The children were also assessed across a battery of measures examining individual differences. As expected, performance was considerably worse under load. More sums were answered correctly in high-interactivity conditions regardless of working memory load. In the high-interactivity condition with a load, there were significant correlations between performance and both numeracy and fluid intelligence suggesting that even for more numerate children manipulatives confer benefits. The expression of arithmetic skills depends on the nature of the external resources offered by the environment. This dynamic agent–environment transaction highlights the pedagogical importance of external resources when assessing children’s arithmetic abilities.

Synergy between manipulative and digital artefacts: a teaching experiment on axial symmetry at primary school

ABSTRACTThis paper presents a study aimed at investigating the didactic potentiality of the combined use of two different kinds of artefacts for the purpose of constructing and conceptualizing mathematical meanings related to the notion of axial symmetry. In our view, the process of meanings construction can be fostered by the use of adequate artefacts, but it requires a teaching/learning model, which explicitly takes care of the evolution of meanings, from those personal, emerging through the activities, to the mathematical ones, aims of the teaching intervention. The main hypothesis of this study is that a potential synergy may occur between the use of different artefacts, synergy that can foster the integration of different and complementary meanings providing a rich support to the development of the expected mathematical meaning. The Theory of Semiotic Mediation offers the theoretical framework suitable to design the teaching sequence and to analyze the collected data. Specifically, the construct of semiotic potential provides the tool for describing the potentialities of the two artefacts, while that of didactic cycle offers a model for the organization of the different activities. The paper reports on a teaching sequence and its implementation in a teaching experiment, involving pupils at fourth grade level. We describe them, within the chosen theoretical framework, and provide the analysis of key episodes of the teaching sequence. We show evidence supporting our main hypothesis about the combined use of an artefact that can be manipulated (paper and pin), and a digital artefact (Dynamic Geometry Environment) in the development of the notion of axial symmetry and its properties: the combined, intentional and controlled use of the two artefacts may develop a synergy, so that each activity enhances the potential of the other.

The synergy between Manipulative and Digital Artefacts in a Mathematics Teaching Activity: a co-disciplinary perspective

This paper presents a teaching experiment aiming at constructing the meaning of axial symmetry through the mediation of a “duo of artefacts”, made up by a digital artefact and a manipulative one. The meaning of the term “mediation” is described and used from a dual perspective, joining General Didactics and Mathematics Education. Herein, we describe an interactive book, created in a Dynamic Geometry Environment and a teaching sequence, based on the use of such a digital artefact, combined with a manipulative one. The main potential of the interactive book is based on the possibility to drag geometric objects and observe the effects of the dragging. The sequence has been experimented with a 4th grade class and the activities have been videotaped and analysed. Results have been analysed through the cited dual perspective and reveal how the mediation of the duo of artefacts can foster the construction of the mathematical meaning. In this paper we show how the digital artefact, acting in synergy with the manipulative artefact, seems to exploit the potential of the sequence in terms of embodied involvement of the pupils in their cognitive process.

Development of implicit processing of thematic and functional similarity relations during manipulable artifact object identification: Evidence from eye-tracking in the Visual World Paradigm

This study assessed the implicit processing development of three types of semantic relations during manipulable artifact identification. Thirteen adults and thirty-nine children (age 6, 8, and 10 years) participated. Fixation temporal dynamics were used to assess competition effects from thematic (e.g., wood), specific function (e.g., axe), and general function (e.g., knife) distractors during target identification (e.g., saw). Competition effects were analyzed depending on distractor type and age group. Developmental results demonstrate emergence of competition effects with general function distractors with age, whereas competition effects with thematic and specific function distractors were stable from 6. Findings highlight fined-grained development of similarity-based semantic mechanism implicit use during object processing from 6 to adulthood. They further suggest that complementarity-based mechanism is efficiently used during object semantic processing starting from 6 and likely involved in processing both thematic and specific function relations.

Impact of action primes on implicit processing of thematic and functional similarity relations: evidence from eye-tracking.

The aim of this study was to specify the role of action representations in thematic and functional similarity relations between manipulable artifact objects. Recent behavioral and neurophysiological evidence indicates that while they are all relevant for manipulable artifact concepts, semantic relations based on thematic (e.g., saw-wood), specific function similarity (e.g., saw-axe), and general function similarity (e.g., saw-knife) are differently processed, and may relate to different levels of action representation. Point-light displays of object-related actions previously encoded at the gesture level (e.g., "sawing") or at the higher level of action representation (e.g., "cutting") were used as primes before participants identified target objects (e.g., saw) among semantically related and unrelated distractors (e.g., wood, feather, piano). Analysis of eye movements on the different objects during target identification informed about the amplitude and the timing of implicit activation of the different semantic relations. Results showed that action prime encoding impacted the processing of thematic relations, but not that of functional similarity relations. Semantic competition with thematic distractors was greater and earlier following action primes encoded at the gesture level compared to action primes encoded at higher level. As a whole, these findings highlight the direct influence of action representations on thematic relation processing, and suggest that thematic relations involve gesture-level representations rather than intention-level representations.

A saw is first identified as an object used on wood: ERP evidence for temporal differences between Thematic and Functional similarity relations

The role of functional and motor information in manipulable artifact object semantic organization is still poorly understood. In particular, several types of semantic relations involving object functional knowledge may be distinguished. Functional similarity relations group objects with similar functions at relatively specific (e.g. saw–axe, both used to cut wood) or general (saw–knife, both used to cut) levels. Thematic relations group objects based on their complementarity in events (saw used upon/with wood). Recent eye-tracking data showed distinct temporal time courses for the different semantic relations, with fastest processing of thematic relations and slowest processing of general function similarity relations. Behavioral data suggest the involvement of distinct cognitive mechanisms in manipulable artifact object semantic processing. The aim of the present study was to assess the neural correlates of thematic, and specific and general function similarity relation processing. Specifically, we investigated whether time course differences between semantic relations could be highlighted at the neurophysiological level. We used a protocol combining semantic priming with electroencephalography, and manipulated the type of semantic relation and the duration of the interval between prime and target objects. Two consistent and complementary results were shown. On N1 and P3 components, semantic priming was observed for thematic relations only. On N400 component, the type of semantic relation interacted with interval duration, and semantic priming was visible for all 3 relations after the longest interval only. Results revealed graded processing time courses for thematic, specific function similarity, and general function similarity relations at the neural level, and further indicate that thematic relations impact object processing during the early stages of object recognition. Findings suggest a hierarchical organization of three types of semantic relations based on functional knowledge. The parallel between semantic relations involving manipulable artifact objects and levels of action representations is discussed.

Small incision iris tumour biopsy using a cavernous sampling forceps

BackgroundThe aim of this retrospective report is to describe our experience with the Essen-23G biopsy forceps (Akgül forceps) for biopsies of pigmented iris tumours.MethodsIn this retrospective study of cases between...

The Role of Action Representations in Thematic Object Relations

A number of studies have explored the role of associative/event-based (thematic) and categorical (taxonomic) relations in the organization of object representations. Recent evidence suggests that thematic information may be particularly important in determining relationships between manipulable artifacts. However, although sensorimotor information is on many accounts an important component of manipulable artifact representations, little is known about the role that action may play during the processing of semantic relationships (particularly thematic relationships) between multiple objects. In this study, we assessed healthy and left hemisphere stroke participants to explore three questions relevant to object relationship processing. First, we assessed whether participants tended to favor thematic relations including action (Th A, e.g., wine bottle — corkscrew), thematic relationships without action (Th-A, e.g., wine bottle — cheese), or taxonomic relationships (Tax, e.g., wine bottle — water bottle) when choosing between them in an association judgment task with manipulable artifacts. Second, we assessed whether the underlying constructs of event relatedness, action relatedness, and categorical relatedness determined the choices that participants made. Third, we assessed the hypothesis that degraded action knowledge and/or damage to temporo-parietal cortex, a region of the brain associated with the representation of action knowledge, would reduce the influence of action on the choice task. Experiment 1 showed that explicit ratings of event, action, and categorical relatedness were differentially predictive of healthy participants' choices, with action relatedness determining choices between Th A and Th-A associations above and beyond event and categorical ratings. Experiment 2 focused more specifically on these Th A vs. Th-A choices and demonstrated that participants with left temporo-parietal lesions, a brain region known to be involved in sensorimotor processing, were less likely than controls and tended to be less likely than patients with lesions sparing that region to use action relatedness in determining their choices. These data indicate that action knowledge plays a critical role in processing of thematic relations for manipulable artifacts.

The role of action representations in thematic object relations.

A number of studies have explored the role of associative/event-based (thematic) and categorical (taxonomic) relations in the organization of object representations. Recent evidence suggests that thematic information may be particularly important in determining relationships between manipulable artifacts. However, although sensorimotor information is on many accounts an important component of manipulable artifact representations, little is known about the role that action may play during the processing of semantic relationships (particularly thematic relationships) between multiple objects. In this study, we assessed healthy and left hemisphere stroke participants to explore three questions relevant to object relationship processing. First, we assessed whether participants tended to favor thematic relations including action (Th+A, e.g., wine bottle—corkscrew), thematic relationships without action (Th-A, e.g., wine bottle—cheese), or taxonomic relationships (Tax, e.g., wine bottle—water bottle) when choosing between them in an association judgment task with manipulable artifacts. Second, we assessed whether the underlying constructs of event relatedness, action relatedness, and categorical relatedness determined the choices that participants made. Third, we assessed the hypothesis that degraded action knowledge and/or damage to temporo-parietal cortex, a region of the brain associated with the representation of action knowledge, would reduce the influence of action on the choice task. Experiment 1 showed that explicit ratings of event, action, and categorical relatedness were differentially predictive of healthy participants' choices, with action relatedness determining choices between Th+A and Th-A associations above and beyond event and categorical ratings. Experiment 2 focused more specifically on these Th+A vs. Th-A choices and demonstrated that participants with left temporo-parietal lesions, a brain region known to be involved in sensorimotor processing, were less likely than controls and tended to be less likely than patients with lesions sparing that region to use action relatedness in determining their choices. These data indicate that action knowledge plays a critical role in processing of thematic relations for manipulable artifacts.

Is motor knowledge part and parcel of the concepts of manipulable artifacts? Clues from a case of upper limb aplasia

The sensory-motor theory of conceptual representations assumes that motor knowledge of how an artifact is manipulated is constitutive of its conceptual representation. Accordingly, if we assume that the richer the conceptual representation of an object is, the easier that object is identified, manipulable artifacts that are associated with motor knowledge should be identified more accurately and/or faster than manipulable artifacts that are not (everything else being equal). In this study, we tested this prediction by investigating the identification of manipulable artifacts in an individual, DC, who was totally deprived of hand motor experience due to upper limb aplasia. This condition prevents him from interacting with most manipulable artifacts, for which he thus has no motor knowledge at all. However, he had motor knowledge for some of them, which he routinely uses with his feet. We contrasted DC’s performance in a timed picture naming task for manipulable artifacts for which he had motor knowledge versus those for which he had no motor knowledge. No detectable advantage on DC’s naming performance was found for artifacts for which he had motor knowledge compared to those for which he did not. This finding suggests that motor knowledge is not part of the concepts of manipulable artifacts.

Testing the embodied account of object naming: A concurrent motor task affects naming artifacts and animals

Embodied theories of object representation propose that the same neural networks are involved in encoding and retrieving object knowledge. In the present study, we investigated whether motor programs play a causal role in the retrieval of object names. Participants performed an object-naming task while squeezing a sponge with either their right or left hand. The objects were artifacts (e.g. hammer) or animals (e.g. giraffe) and were presented in an orientation that favored a grasp or not. We hypothesized that, if activation of motor programs is necessary to retrieve object knowledge, then concurrent motor activity would interfere with naming manipulable artifacts but not non-manipulable animals. In Experiment 1, we observed naming interference for all objects oriented towards the occupied hand. In Experiment 2, we presented the objects in more ‘canonical orientations’. Participants named all objects more quickly when they were oriented towards the occupied hand. Together, these interference/facilitation effects suggest that concurrent motor activity affects naming for both categories. These results also suggest that picture-plane orientation interacts with an attentional bias that is elicited by the objects and their relationship to the occupied hand. These results may be more parsimoniously accounted for by a domain-general attentional effect, constraining the embodied theory of object representations. We suggest that researchers should scrutinize attentional accounts of other embodied cognitive effects.

A test of the embodied simulation theory of object perception: potentiation of responses to artifacts and animals

Theories of embodied object representation predict a tight association between sensorimotor processes and visual processing of manipulable objects. Previous research has shown that object handles can 'potentiate' a manual response (i.e., button press) to a congruent location. This potentiation effect is taken as evidence that objects automatically evoke sensorimotor simulations in response to the visual presentation of manipulable objects. In the present series of experiments, we investigated a critical prediction of the theory of embodied object representations that potentiation effects should be observed with manipulable artifacts but not non-manipulable animals. In four experiments we show that (a) potentiation effects are observed with animals and artifacts; (b) potentiation effects depend on the absolute size of the objects and (c) task context influences the presence/absence of potentiation effects. We conclude that potentiation effects do not provide evidence for embodied object representations, but are suggestive of a more general stimulus-response compatibility effect that may depend on the distribution of attention to different object features.

Temporal dynamics of activation of thematic and functional knowledge during conceptual processing of manipulable artifacts.

The current research aimed at specifying the activation time course of different types of semantic information during object conceptual processing and the effect of context on this time course. We distinguished between thematic and functional knowledge and the specificity of functional similarity. Two experiments were conducted with healthy older adults using eye tracking in a word-to-picture matching task. The time course of gaze fixations was used to assess activation of distractor objects during the identification of manipulable artifact targets (e.g., broom). Distractors were (a) thematically related (e.g., dustpan), (b) related by a specific function (e.g., vacuum cleaner), or (c) related by a general function (e.g., sponge). Growth curve analyses were used to assess competition effects when target words were presented in isolation (Experiment 1) and embedded in contextual sentences of different generality levels (Experiment 2). In the absence of context, there was earlier and shorter lasting activation of thematically related as compared to functionally related objects. The time course difference was more pronounced for general functions than specific functions. When contexts were provided, functional similarities that were congruent with context generality level increased in salience with earlier activation of those objects. Context had little impact on thematic activation time course. These data demonstrate that processing a single manipulable artifact concept implicitly activates thematic and functional knowledge with different time courses and that context speeds activation of context-congruent functional similarity.

FMRI-adaptation to highly-rendered color photographs of animals and manipulable artifacts during a classification task

We used fMRI to identify brain areas that adapted to either animals or manipulable artifacts while participants classified highly-rendered color photographs into subcategories. Several key brain areas adapted more strongly to one class of objects compared to the other. Namely, we observed stronger adaptation for animals in the lingual gyrus bilaterally, which are known to analyze the color of objects, and in the right frontal operculum and in the anterior insular cortex bilaterally, which are known to process emotional content. In contrast, the left anterior intraparietal sulcus, which is important for configuring the hand to match the three-dimensional structure of objects during grasping, adapted more strongly to manipulable artifacts. Contrary to what a previous study has found using gray-scale photographs, we did not replicate categorical-specific adaptation in the lateral fusiform gyrus for animals and categorical-specific adaptation in the medial fusiform gyrus for manipulable artifacts. Both categories of objects adapted strongly in the fusiform gyrus without any clear preference in location along its medial-lateral axis. We think that this is because the fusiform gyrus has an important role to play in color processing and hence its responsiveness to color stimuli could be very different than its responsiveness to gray-scale photographs. Nevertheless, on the basis of what we found, we propose that the recognition and subsequent classification of animals may depend primarily on perceptual properties, such as their color, and on their emotional content whereas other factors, such as their function, may play a greater role for classifying manipulable artifacts.

Modality switching cost during property verification by 7 years of age

Recent studies in neuroimagery and cognitive psychology support the view of sensory-motor based knowledge: when processing an object concept, neural systems would re-enact previous experiences with this object. In this experiment, a conceptual switching cost paradigm derived from Pecher, Zeelenberg, and Barsalou (2003, 2004) was used to investigate sensory-motor simulation in children’s conceptual processing. Adults and 7-year-old children performed a property verification task involving visual and motor properties of manipulable artifacts. Verification times were compared for target trials preceded by a trial in which the property either involved the same modality or a different one. By 7 years of age, results revealed a modality switching cost with longer verification times in the different modality than in the same modality condition. In addition, the switching effect did not interact with age or property modality type. Results support an embodied view of concepts in both adults and children.

Where is the semantic system? A critical review and meta-analysis of 120 functional neuroimaging studies.

Semantic memory refers to knowledge about people, objects, actions, relations, self, and culture acquired through experience. The neural systems that store and retrieve this information have been studied for many years, but a consensus regarding their identity has not been reached. Using strict inclusion criteria, we analyzed 120 functional neuroimaging studies focusing on semantic processing. Reliable areas of activation in these studies were identified using the activation likelihood estimate (ALE) technique. These activations formed a distinct, left-lateralized network comprised of 7 regions: posterior inferior parietal lobe, middle temporal gyrus, fusiform and parahippocampal gyri, dorsomedial prefrontal cortex, inferior frontal gyrus, ventromedial prefrontal cortex, and posterior cingulate gyrus. Secondary analyses showed specific subregions of this network associated with knowledge of actions, manipulable artifacts, abstract concepts, and concrete concepts. The cortical regions involved in semantic processing can be grouped into 3 broad categories: posterior multimodal and heteromodal association cortex, heteromodal prefrontal cortex, and medial limbic regions. The expansion of these regions in the human relative to the nonhuman primate brain may explain uniquely human capacities to use language productively, plan, solve problems, and create cultural and technological artifacts, all of which depend on the fluid and efficient retrieval and manipulation of semantic knowledge.

What Puts the How in Where? Tool Use and the Divided Visual Streams Hypothesis

An influential theory suggests that the dorsal (occipito-parietal) visual stream computes representations of objects for purposes of guiding actions (determining ‘how’) independently of ventral (occipito-temporal) stream processes supporting object recognition and semantic processing (determining ‘what’). Yet, the ability of the dorsal stream alone to account for one of the most common forms of human action, tool use, is limited. While experience-dependent modifications to existing dorsal stream representations may explain simple tool use behaviors (e.g., using sticks to extend reach) found among a variety of species, skillful use of manipulable artifacts (e.g., cups, hammers, pencils) requires in addition access to semantic representations of objects' functions and uses. Functional neuroimaging suggests that this latter information is represented in a left-lateralized network of temporal, frontal and parietal areas. I submit that the well-established dominance of the human left hemisphere in the representation of familiar skills stems from the ability for this acquired knowledge to influence the organization of actions within the dorsal pathway.