| Acknowledgements |
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xvii | |
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xix | |
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xxiii | |
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xxv | |
| Prologue: Making sense of and with the senses |
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1 | (6) |
| References |
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7 | (2) |
| Foreword |
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9 | (11) |
| References |
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20 | (3) |
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Part I Theoretical frameworks and some empirical results |
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Chapter 1 The five senses and the cognitivist approach to perception |
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23 | (44) |
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1.1 The five senses: Tradition, evidence and mainstream |
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23 | (6) |
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1.1.1 The (Western) philosophical tradition |
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25 | (2) |
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1.1.2 The five senses from some psychology handbooks |
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27 | (2) |
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1.2 Technology of sensors and psychology |
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29 | (4) |
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1.2.1 Instruments for measuring the physical world |
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30 | (2) |
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1.2.2 Instruments and psychophysics |
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32 | (1) |
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1.3 The digital revolution: Computers and cognitive science |
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33 | (4) |
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1.3.1 The emergence of a cyberworld |
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33 | (1) |
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1.3.2 Psychology and cognitive science |
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34 | (3) |
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1.4 Main concepts at work in cognitive science |
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37 | (6) |
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1.4.1 Information and information processing |
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38 | (1) |
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1.4.2 Representation and knowledge |
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39 | (1) |
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1.4.3 The classificatory tradition and "natural" categories |
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40 | (1) |
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History: The classificatory tradition |
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41 | (1) |
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"Natural" categories in cognitive psychology |
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41 | (2) |
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1.5 Sensory science and product experience |
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43 | (4) |
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1.5.1 Humans as instruments in sensory science |
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43 | (2) |
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1.5.2 Descriptors for product experience |
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45 | (2) |
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1.6 Language and the senses |
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47 | (6) |
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1.6.1 Language and cognitive science: Words and things |
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47 | (1) |
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48 | (2) |
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1.6.3 Language and thought in cognitive linguistics |
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50 | (1) |
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1.6.4 Word games in wording the senses |
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51 | (1) |
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51 | (1) |
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51 | (2) |
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1.7 Back to psychology: A no man's land in cognitive science |
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53 | (2) |
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1.8 Structure of the book |
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55 | (5) |
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60 | (7) |
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Chapter 2 Visual experience of the road for safe driving |
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67 | (30) |
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2.1 Fundamental issues from behind the curtain |
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68 | (7) |
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2.1.1 Institutional and funding aspects of a call for proposals |
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68 | (1) |
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2.1.2 Rephrasing the question: Cooperation of knowledge domains |
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69 | (1) |
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2.1.3 The perspective of cognitive psychology |
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70 | (1) |
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2.1.4 Identifying categories of roads: Concepts and methods |
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71 | (1) |
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2.1.4.1 From natural categories to categories for roads |
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71 | (2) |
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2.1.4.2 The lexicon: From text units to road sections as stimuli |
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73 | (1) |
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2.1.4.3 From reading to driving: Designing adequate procedures |
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74 | (1) |
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1.2 Case studies: Re-presentations of roads for driving |
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75 | (13) |
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2.2.1 Visual perception and representations for action |
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75 | (1) |
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2.2.1.1 Material and stimuli set |
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75 | (1) |
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75 | (1) |
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76 | (1) |
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76 | (6) |
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2.2.2 Photos vs. drawings: Re-presentations of roads |
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82 | (1) |
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82 | (2) |
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84 | (2) |
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2.2.3 Stimuli properties and participants' previous knowledge |
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86 | (2) |
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1.3 Looking backwards from 20 years distance: Dead-ends and blooming springs |
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88 | (5) |
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2.3.1 Some methodological issues |
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88 | (2) |
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2.3.2 Beyond Rosch: Natural vs. action-centered and situated categories |
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90 | (1) |
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2.3.3 Knowledge and representations: Affordances and Umwelt |
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90 | (1) |
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2.3.4 Meaning, symbolic systems, languages, and experiential knowledge |
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91 | (2) |
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93 | (4) |
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Chapter 3 Experiencing and talking about colors |
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97 | (42) |
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3.1 Colors in the world and color in science |
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97 | (11) |
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3.1.1 Color and colors in history and physics |
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99 | (1) |
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3.1.1.1 From colors as pigments for painting to color as light |
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99 | (2) |
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3.1.1.2 Materiality and immateriality of color: Technology and color knowledge |
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101 | (2) |
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3.1.2 The recent heritage from cognitive science |
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103 | (1) |
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3.1.2.1 Color naming and categorization: Linguistic anthropology meets cognitive science |
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103 | (2) |
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3.1.2.2 Reconsidering Berlin and Kay's paradigm |
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105 | (3) |
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3.2 Case studies: Color experiences and naming in practices |
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108 | (19) |
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3.2.1 Color charts and color words in commercial practices |
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109 | (1) |
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3.2.1.1 Watercolor, oil and decoration: Artistic vs decorative paint charts |
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110 | (1) |
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3.2.1.2 Color charts for cosmetics: Hair dyeing, lipsticks and nail polish |
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111 | (1) |
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3.2.1.3 Color chips in charts for car paints |
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112 | (1) |
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112 | (1) |
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3.2.2 Color naming strategies in Palikur |
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113 | (1) |
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3.2.2.1 Basic color terms in Palikur? |
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114 | (1) |
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3.2.2.2 No name for "color" |
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114 | (2) |
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3.2.2.3 Identification of various color naming strategies |
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116 | (3) |
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3.2.2.4 Discussion and conclusions |
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119 | (3) |
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3.2.3 Representations of colors and car industry demands |
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122 | (1) |
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3.2.3.1 From an industrial demand to research questions |
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122 | (1) |
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3.2.3.2 Colors in the real world and in artificial reality |
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123 | (4) |
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3.3 Color(s): A diversity of semiotic statuses |
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127 | (6) |
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127 | (1) |
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3.3.2 Colors as properties |
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128 | (1) |
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3.3.3 Colors of things: Essence vs. appearance |
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129 | (1) |
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3.3.4 Colors as signs: Indexes or symbols |
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130 | (2) |
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3.3.5 Color as the phenomenal property of light |
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132 | (1) |
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133 | (1) |
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134 | (5) |
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Chapter 4 Exploring soundscapes |
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139 | (30) |
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139 | (10) |
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4.1.1 Historical overview and emergence of a scientific community |
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139 | (5) |
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4.1.2 Names, categories and concepts |
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144 | (1) |
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4.1.2.1 Lexical categories of soundscape |
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145 | (1) |
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4.1.2.2 Naming soundscapes in different languages |
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145 | (1) |
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4.1.3 From naming to meaning in discourse |
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146 | (2) |
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4.1.4 Conclusion on different conceptualizations of soundscapes |
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148 | (1) |
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4.2 How do people make sense of sounds around them |
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149 | (9) |
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4.2.1 Categories of isolated everyday sounds |
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149 | (2) |
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4.2.2 Soundscapes in individual memory |
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151 | (1) |
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4.2.3 Exploring soundscapes in the wild |
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152 | (2) |
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4.2.4 Exploring soundscape in the lab |
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154 | (1) |
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4.2.4.1 Ecological validity of experimental settings |
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155 | (3) |
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4.3 Soundscape as a hybrid concept |
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158 | (3) |
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4.3.1 Theories of categorization |
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158 | (1) |
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4.3.2 From sounds to sources and activities |
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159 | (1) |
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4.3.3 The challenge of working across disciplines |
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159 | (2) |
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161 | (2) |
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163 | (2) |
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Additional readings on soundscape research |
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165 | (4) |
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Chapter 5 Exploring speech experiences: Linguists, speakers, sounds and meanings |
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169 | (44) |
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5.1 Is speech just sounds? |
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170 | (12) |
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5.1.1 Speech as auditory phenomena: Categorical perception within discourse acts |
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175 | (3) |
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5.1.2 Speech as an acoustic object: Speech signals |
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178 | (1) |
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5.1.3 Representing speech sounds |
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179 | (3) |
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5.2 Speech in the wild: Historical landmarks in linguistic field-work |
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182 | (5) |
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5.3 Case study: Muylaq' Aymara |
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187 | (21) |
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5.3.1 Scientific positioning: Elaborating and rephrasing a research question |
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187 | (1) |
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Where will I perform fieldwork? |
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188 | (1) |
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Preparing to go from Amsterdam to Moquegua |
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188 | (1) |
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5.3.2 Collecting speech sounds outside of the lab |
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189 | (1) |
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5.3.2.1 Eliciting and recording speech sounds in the wild |
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189 | (10) |
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5.3.2.2 Transcribing speech sounds in the wild |
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199 | (3) |
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5.3.3 From collection to analysis of speech sounds |
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202 | (1) |
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Why not just use features of the acoustic signal? |
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202 | (1) |
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Why not just use the letters from (English, French) orthography? |
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202 | (4) |
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Improved elicitation methods |
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206 | (2) |
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5.4 A summary of methodological consequences |
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208 | (2) |
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210 | (3) |
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Chapter 6 Exploring and talking about music |
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213 | (36) |
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6.1 Is music just sounds? |
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213 | (10) |
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6.1.1 Music and speech vs. environmental sounds |
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214 | (2) |
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216 | (1) |
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6.1.3 Music and its instruments |
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217 | (2) |
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6.1.4 Music recording, storing, duplicating, and rendering |
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219 | (1) |
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6.1.5 Music and psychophysics |
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219 | (2) |
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6.1.6 Ecological validity |
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221 | (1) |
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6.1.7 Towards a multidisciplinary approach |
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222 | (1) |
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6.2 Case study: Experiencing the electric guitar |
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223 | (18) |
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223 | (1) |
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6.2.1.1 Context of the study |
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223 | (1) |
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6.2.1.2 Research questions |
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224 | (1) |
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225 | (2) |
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6.2.1.4 Stimuli and participants |
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227 | (3) |
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230 | (2) |
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6.2.3 Listening while playing |
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232 | (1) |
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6.2.3.1 From one task to another |
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232 | (1) |
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6.2.3.2 Verbalizations and psycholinguistics: Theoretical framework |
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232 | (4) |
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6.2.3.3 The playing and verbalization task |
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236 | (2) |
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6.2.3.4 Analysis of verbalizations |
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238 | (3) |
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6.3 A summary of methodological consequences |
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241 | (1) |
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242 | (7) |
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Chapter 7 Smell: An unspeakable sensory experience? |
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249 | (46) |
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7.1 What is olfaction about? |
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250 | (2) |
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7.2 Odors and smells here and elsewhere |
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252 | (6) |
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7.2.1 Odors ans smell in academic domains |
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252 | (2) |
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7.2.2 Odor of death and devils, smell of life and gods |
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254 | (1) |
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7.2.3 Odors and smells as social markers |
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255 | (2) |
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7.2.4 Smell and cognition |
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257 | (1) |
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7.3 Categories and knowledge of odors and smells in practices |
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258 | (9) |
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7.3.1 The classificatory tradition of odors? or odorants? |
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259 | (1) |
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7.3.2 Chemistry and technology of odors |
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260 | (1) |
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7.3.3 Knowledges and categories for odors in (professional) practices |
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261 | (1) |
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7.3.3.1 Savoirs faire olfactifs: Olfactory know-how |
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262 | (1) |
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7.3.3.2 The new economic challenges between deodorization and odorization |
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262 | (2) |
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7.3.3.3 Smell, scents and expertise in perfumes |
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264 | (3) |
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7.4 Odors, smells: Languages and communication |
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267 | (14) |
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7.4.1 Between taboos and confidentiality |
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268 | (1) |
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7.4.2 Linguistic resources for olfactory experiences |
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269 | (1) |
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7.4.2.1 A first lexical inventory from dictionaries |
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270 | (1) |
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7.4.2.2 Word elicitation task: In search for an olfactory chart and basic odor terms |
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271 | (3) |
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7.4.2.3 Beyond basic odor words: Morphological and syntactic constructions |
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274 | (1) |
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7.4.2.4 Lexical forms and word meaning in the discourse of subjective experience |
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275 | (2) |
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7.4.3 Experiencing and naming odors |
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277 | (1) |
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7.4.3.1 Odors and "their" names: The veridical label revisited |
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277 | (4) |
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281 | (5) |
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7.5.1 Odors in (public) space(s) of the real world |
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281 | (1) |
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7.5.1.1 Led by the nose in commercial malls |
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281 | (2) |
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7.5.1.2 Some "fragrances" of Paris? An olfactory walk in the Parisian subway |
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283 | (1) |
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7.5.2 Sensory experience in literary texts: Isotopy and interpretative course |
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284 | (2) |
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7.6 Theoretical, methodological and societal consequences |
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286 | (1) |
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287 | (8) |
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Chapter 8 Taste as a holisensory experience |
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295 | (38) |
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8.1 Taste of food and food to taste |
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295 | (12) |
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296 | (2) |
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298 | (1) |
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8.1.3 Food and eating as cultural practices: "You are what you eat" |
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299 | (4) |
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8.1.4 In search for taste as the sensory experience for food |
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303 | (1) |
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8.1.5 Exploring taste: Evolution in sensory sciences |
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304 | (2) |
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8.1.6 Taste and languages |
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306 | (1) |
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8.2 Case studies: Taste experience and ways of tasting |
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307 | (14) |
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8.2.1 Ways of tasting and wording questions |
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308 | (4) |
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8.2.2 Let's have some drinks |
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312 | (1) |
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8.2.2.1 Different expertises in wine |
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313 | (2) |
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8.2.2.2 Consumers' experience and discourse about champagne |
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315 | (5) |
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8.2.3 Meaning constitution in discourse: The case of dark bread |
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320 | (1) |
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Earthy: The taste of a dark bread |
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321 | (4) |
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325 | (1) |
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326 | (7) |
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Chapter 9 From perception to sensory experiences: A paradigm shift |
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333 | (38) |
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9.1 Sensory experience: Main concepts at work |
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333 | (9) |
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9.1.1 Sensory experience as psychological invariants in memory |
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333 | (3) |
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9.1.2 Reconsidering the five senses: Holisensoriality |
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336 | (3) |
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339 | (3) |
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9.2 Sensory categories as "acts of meaning" |
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342 | (6) |
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9.2.1 From "natural categories" to categories as "acts of meaning" |
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342 | (2) |
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9.2.2 "Ad hoc" categories, embodied and situated cognition |
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344 | (1) |
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9.2.2.1 From "natural" to "ad hoc" categories (Barsalou) |
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345 | (1) |
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9.2.2.2 From Rosch to Varela: From embodiment to phenomenology |
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346 | (1) |
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9.2.2.3 Hutchins's distributed cognition in the "wild" |
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346 | (2) |
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9.3 Senses, sensors, and material culture |
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348 | (4) |
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9.4 Sense(s) and symbolic systems |
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352 | (7) |
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9.4.1 Language(s) matter(s): Signifier and signified |
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353 | (4) |
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9.4.2 From words to meaning constitution in discourse |
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357 | (2) |
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9.5 Sense(s) and knowledges |
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359 | (3) |
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9.5.1 Knowledge vs. knowledges |
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359 | (1) |
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9.5.2 Beyond dualisms: Unification of knowledges and meaning constitution |
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360 | (1) |
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9.5.3 From multidisciplinarity to interdisciplinarity |
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361 | (1) |
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362 | (9) |
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Part II Methodological consequences and guidelines |
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Chapter 10 Questioning sensory experience |
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371 | (32) |
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10.1 Exploring sensory experience: Revisiting some oppositions |
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372 | (11) |
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10.1.1 Objective/subjective: A problematic couple |
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373 | (2) |
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10.1.2 Worlds of senses, and objectifying subjectivity |
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375 | (1) |
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376 | (1) |
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376 | (1) |
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377 | (1) |
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377 | (3) |
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10.1.3 Invariance between individual singularities and collective variations |
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380 | (1) |
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Variations as independent variables? |
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381 | (1) |
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Invariants and variations in data analysis |
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382 | (1) |
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10.2 Methodological implications and iterative processes |
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383 | (16) |
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10.2.1 Rephrasing the question |
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384 | (1) |
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10.2.2 An interdisciplinary roadmap |
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384 | (5) |
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10.2.3 Reducing complexity, but not too much |
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389 | (1) |
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10.2.3.1 Who is concerned?: How to select the participants? |
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390 | (1) |
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10.2.3.2 You said "context"?: Stimulations and stimuli |
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391 | (2) |
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10.2.3.3 The influence of instructions and tasks |
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393 | (1) |
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10.2.3.4 Results and data constitution |
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394 | (1) |
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10.2.4 Ecological validity for the constitution of meaning |
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395 | (4) |
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399 | (4) |
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Chapter 11 Subjects or participants? |
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403 | (36) |
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11.1 From what is concerned to who is involved |
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403 | (15) |
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11.1.1 Who are they in psychological research |
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405 | (1) |
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11.1.1.1 The APA Publication manual |
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406 | (2) |
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11.1.1.2 Who are they in experimental and cognitive psychology? |
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408 | (1) |
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11.1.1.3 Subjects and their names in cognitive research on perception |
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409 | (4) |
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11.1.2 Who are they in other scientific domains? |
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413 | (1) |
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11.1.2.1 Naming who is concerned in linguistics and anthropology |
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413 | (3) |
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11.1.2.2 Human, animals and otherness |
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416 | (2) |
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11.2 Participants in exploring sensory experience |
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418 | (14) |
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11.2.1 Identifying who they are in exploring sensory experience |
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418 | (1) |
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11.2.1.1 In the visual domain |
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418 | (1) |
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11.2.1.2 In the auditory domain |
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419 | (1) |
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11.2.1.3 In the olfactory and gustatory domains |
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420 | (1) |
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11.2.2 Selecting subjects or denning participants? |
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421 | (1) |
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Sex, gender and sensory experiences |
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421 | (1) |
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Age or cultural practices at different ages? |
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422 | (1) |
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11.2.2.1 Previous knowledge and expertise: --. Who are the experts? |
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422 | (5) |
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11.2.3 Subjects + Researchers = A relation between Participants |
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427 | (1) |
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11.2.3.1 Interactions between individuals as beings or agents |
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428 | (1) |
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11.2.3.2 Relations between humans as socially situated agents |
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428 | (2) |
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11.2.3.3 Expectations and knowledges |
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430 | (1) |
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11.2.3.4 Shared expectations and intersubjective meaning |
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431 | (1) |
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11.3 Where epistemological prerequisites meet ethical concerns |
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432 | (1) |
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433 | (6) |
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Chapter 12 From stimulations to stimuli construction and selection |
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439 | (36) |
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12.1 From real life stimulations to stimuli in the laboratory |
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441 | (12) |
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12.1.1 A short history of Stimulus in Psychology: A forgotten debate? |
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441 | (3) |
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12.1.2 Stimuli and sensor technologies |
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444 | (1) |
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Capturing vs interpreting the world |
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444 | (1) |
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12.1.2.1 Visual capture and reproduction |
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445 | (3) |
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12.1.2.2 Auditory experience and acoustic capture and reproduction |
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448 | (2) |
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12.1.2.3 Olfaction and taste experiences |
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450 | (3) |
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12.2 From the global situation to analytic properties of stimuli |
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453 | (16) |
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12.2.1 Segmentation and relevant categories |
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454 | (1) |
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12.2.1.1 What, where, and when to cut |
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454 | (1) |
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12.2.1.2 In the visual domain |
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455 | (1) |
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12.2.1.3 In the auditory domain |
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456 | (3) |
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12.2.1.4 In the olfactory domain |
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459 | (1) |
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460 | (1) |
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12.2.2.1 Selecting olfactory stimuli |
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461 | (2) |
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12.2.2.2 Selecting auditory stimuli |
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463 | (1) |
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12.2.3 Construction of the stimuli set |
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464 | (1) |
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465 | (1) |
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465 | (2) |
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Family resemblance within a stimuli set |
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467 | (1) |
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The internal structure of the stimuli set |
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467 | (1) |
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Stimuli as parts of experimental setting, for whom for what task? |
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468 | (1) |
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|
469 | (6) |
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Chapter 13 Procedures and outcomes |
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475 | (30) |
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476 | (7) |
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13.1.1 Targeting sensory experience |
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|
476 | (1) |
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13.1.2 The social relation between researchers and participants |
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477 | (2) |
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13.1.3 Researchers and participants' a priori knowledges |
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479 | (2) |
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13.1.4 Playing the game "as if": Ecological laboratory settings |
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|
481 | (2) |
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13.1.5 Designing experimental settings |
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483 | (1) |
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13.2 Revisiting classical procedures |
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483 | (16) |
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13.2.1 Instructions as tuned linguistic instruments |
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484 | (1) |
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Eliciting experiential knowledge as autobiographical memory |
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484 | (1) |
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Naming what it is or expressing sensory experience |
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485 | (1) |
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13.2.2 Procedures and methods from social sciences |
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|
486 | (1) |
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487 | (1) |
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13.2.2.2 Interviews and surveys |
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488 | (3) |
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13.2.3 Adjusting questionnaires to sensory experience |
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491 | (1) |
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Concepts wording and formulation of the questions |
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491 | (1) |
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Genericity and specificity of the questions |
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492 | (1) |
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Positive / negative orientation of the questions |
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493 | (1) |
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Activity related questions: Cognition in practices |
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493 | (2) |
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Order of the questions: The induction of answers |
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495 | (1) |
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13.2.4 Scales and semantic differentials |
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496 | (3) |
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499 | (1) |
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|
500 | (5) |
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Chapter 14 Making sense of the outcomes |
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|
505 | (32) |
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|
505 | (6) |
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14.1.1 The quantitative/qualitative opposition |
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|
506 | (1) |
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14.1.2 Beyond the quantitative/qualitative opposition |
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|
506 | (1) |
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14.1.2.1 New perspectives and growing alternatives |
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|
506 | (3) |
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14.1.2.2 Quantitative research, yes! but after semantic control! |
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|
509 | (2) |
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14.2 Numbers and words as embedded knowledge |
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|
511 | (6) |
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14.2.1 Numbers as amodal symbolic representations |
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|
511 | (2) |
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14.2.2 Words as forms and meaning |
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|
513 | (1) |
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Iconicity of the linguistic sign and categorization |
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|
514 | (1) |
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Motivation and morphological similarity in categorization |
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|
515 | (2) |
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14.3 Linguistic expressions for sensory experiences |
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|
517 | (16) |
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14.3.1 How can a word account for sensory experience? |
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|
517 | (1) |
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14.3.1.1 Iconicity as the sensory relation between signifier and the world |
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|
518 | (1) |
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14.3.1.2 Morphological similarities within linguistic systems |
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518 | (2) |
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14.3.2 Words as signified: Lexical resources for sensory analysis |
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|
520 | (1) |
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14.3.2.1 Source names as sensory words: Metonymy |
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520 | (2) |
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14.3.2.2 Morphosyntactic devices |
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522 | (3) |
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14.3.3 Sensory experiences and Words (meanings) in context |
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|
525 | (2) |
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14.3.4 Sensory experiences and knowledges in discourse |
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527 | (1) |
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14.3.4.1 When one word is a discourse: The locutoire/delocutoire opposition |
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|
528 | (1) |
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529 | (2) |
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14.3.4.3 Modality and evidentiality |
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|
531 | (2) |
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14.4 Tracking the objectivity of sensory experiences in discourse |
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|
533 | (1) |
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534 | (3) |
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Chapter 15 Free sorting task for exploring sensory categories |
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|
537 | (36) |
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|
537 | (7) |
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15.1.1 A shift from the psychophysical tradition |
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|
537 | (2) |
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539 | (1) |
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15.1.3 Free sorting tasks in psychology and sensory sciences |
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|
540 | (2) |
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15.1.4 Theoretical framework for free sorting task |
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542 | (1) |
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15.1.5 Free sorting task for sensory experiences |
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|
543 | (1) |
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15.2 Guidelines and recommendations |
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544 | (22) |
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15.2.1 Modality-specific procedure of free sorting task |
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|
544 | (3) |
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547 | (1) |
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15.2.1.2 Stimuli selection vs. "objects" to be sorted |
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|
548 | (2) |
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|
550 | (2) |
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|
552 | (1) |
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15.2.2.1 Mathematical analysis |
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|
552 | (11) |
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|
563 | (2) |
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15.2.3 Reconnecting to physical description of stimuli |
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|
565 | (1) |
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15.3 Conclusions: Interests of free sorting task |
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|
566 | (1) |
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|
567 | (6) |
| Afterword |
|
573 | (4) |
| Further readings |
|
577 | (10) |
| Index |
|
587 | |
Lisainfo e-raamatute kohta