Why We Might Augment Reality: Art's Role in the Development of Cognition|
* (revised for 2nd edition).
* in: Geroimenko, Vladimir (ed.), Augmented Reality Art: From an Emerging Technology to a Novel Creative Medium (pp. 201-214), New York, NY: Springer.
[discusses You've Got Bugs].
Trancing: Applying Evolution's Cognitive Adaptation via Web Art/Music
* International Journal of Arts and Technology, 10(1) 43-57.
[discusses Hip not Tech].
Triggering the Flotsam of Behavior: A Technique for Applying Computation to Musicality
* in: Connor, A. (ed.), Creative Technologies for Multidisciplinary Applications (pp. 264-285), Hershey, PA: IGI Global.
Calculation in Art: The Inconspicuous Heuristics of Computation
* Rupkatha Journal on Interdisciplinary Studies in Humanities, SI: Digital Humanties, 7(1) 120-130.
[discusses Animal Magnetism,
Ritual for a Non-repeating Universe, and Crickets].
Art as a Function of Cognitive Development: Constructivism, Evolution, and Communication
* Journal of Art and Communication, Sciknow Publications Ltd., 1(1) 1-7.
Diagrams and Maps: Art’s Role in the Development of Cognition
* Parsons Journal for Information Mapping, 6(1).
[discusses Composomatic, Compost and You've Got Bugs!]
Why Just Teach Art: The Development of the Hippocampus
abstract: That we intuitively feel a need to teach children what we consider the rudiments of education, approximately as soon as they are socially adept enough to attend school is not unjustified (e.g. the “core curriculum standards” adopted by US public schools). However, there is a deeper technical issue to be considered, one that proves remarkably simple. Though the role of the hippocampus within the larger function of the brain is hardly well understood, there is ample evidence of its role within a particular aspect of memory. Namely metacognition (“knowing about knowing”). More neurologically informed consideration for the distinct memory systems that contribute to cognition revels that these rudiments may be entirely artificial and based on “adult-centric” conceptual frames. Moreover, given that the hippocampus is only fully formed by early adulthood, this would indicate that our educational itinerary may easily be fundamentally flawed, and at least warrants radical reconsideration.
* Bioscience and Engineering: An International Journal, 1(1) 1-7.
Can You Tell Me How to Get, How to Get to e-Learning: Development and Complexity
* Journal of e-Learning and Knowledge Society, SI: Complexity, 9(3) 41-53.
Discovering the Non-self: The Construction of Language, Trance, and Space
* Leonardo Electronic Almanac, SI: Not Here and Not There, Leonardo, MIT Press, and the Zero1 Biennial in San Jose, 19(2) 146-167.
[paper and mini-interview, discusses Compost, The Communal Mirror, Epidemiology, Five Things, Pheremones, Portraiture (Alan Turing), The Reverse Color Organ, Signature Sonata, The Synesthetic Machine, Traffic Patterns].
Integrating Programmatic Optimization and Learning through Art
* CITAR Journal of Science and Technology of the Arts, 5(1) 79-87.
[discusses Ritual for a Non-repeating Universe]
Borrowed Intelligence: Observing and Implementing the Culture of the Art World
* in: Accolas, Sofia & Wanono, Nadine (eds.), Creation and Transmission en Anthropologie Visuelle (pp. 130-422), AFA (the French Association of Anthropology).
Interaction's Role as Catalyst in Synthesized Intelligence
* Leonardo Electronic Almanac, SI: Touch and Go, Leonardo, MIT Press, Watermans of University of London, Goldsmiths College, 18(3) 190-199.
[discusses ASCII Ink Blot, Displacement, and Ruts in the Road].
Neuroacoustics: Integrating the Strengths of Computer Technology and Human Biology through Music
* Sonic Ideas/Ideas Sonicas, 3(1).
* in: Subhasish Dasgupta (ed.), Social Computing: Concepts, Methodologies, Tools and Applications (pp. 369-401), Hershey, PA: IGI Global.
* in: Braman, James & Vincenti, Giovanni & Trajkovski, Goran (eds.) The Handbook of Research on Computational Arts and Creative Informatics (pp. 343-374), Hershey, PA: IGI Global.