# Full Text: Push and Pull: A priming sequence

> Extracted from `PushPull_v1_DAF_2-14-2024.pdf`

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Push and Pull: A priming sequence
Daniel Ari Friedman 1,2
1. Active Inference Institute
2. Cognitive Security & Education Forum (COGSEC)
0000-0001-6232-9096
Daniel@ActiveInference.Institute
February 14, 2024 ~ Version 1.0
OVERVIEW:
The primary objectives of this Push and Pull document are to explore the decoupling
of cognitive (covert, attentional) and bodily (overt) behaviors 1, and to provide a
sequence of hands-on computer exercises for further exploration 2.
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The priming sequence of exercises is presented to inform an individual’s understanding of how
their attention interacts with computer use movements, such as controlling the on-screen cursor
with mouse, touchpad, or eye movements.
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What is presented here is only an initial sequence to complement other and future development
of “hand-I” uncouplings, in principle and in practice.
.--. ..- ... .... / .- -. -.. / .--. .-. .-.. .-.. ---... / .- / .--. .-. .. -- .. -. --. / ... . --.- ..- . -. -.-. .
DISCUSSION:
My preliminary feeling from this sequence and related experiences, is that attentional
Push movements (e.g. flick the Tet & let it spin) are faster to complete and with
lower cognitive burden, than Pulling-type goal-oriented cognitive strategies
(which can be a temporally-thicker, or even continual pull [gravity, love, curiosity]).
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Goal-oriented pursuit-as-Pull lasts from before or at the moment of goal awareness, on through to
its (un)successful culmination (and sometimes even beyond that event).
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In contrast, Push actions are simply faster (not the least of which being: a Push can be
understood as a goal-oriented Pull on a faster timescale, e.g. the pull to “spin-kick that Tet”).
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This isn’t to say that Push is easier or better than Pull – not even close. Just different, and faster.
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Combined with semantic chunking/buffering techniques and other cognitive strategies, work on
this path can lead to effective, efficient, and novel kinds of embodied and mental coordination.
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Supplemented with study of natural and cognitive processes, these kinds of exercises may
enable new and different kinds of action, perception, multi-tasking, collaborating, and note-taking.
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Cognitive systems/strategies are unity & at minimum 4 (particular partition, ways of knowing, etc).
2 Pragmatic value, if you are looking to reduce “in practice” uncertainties (Page 2).
1 Epistemic value if you are looking to reduce “in principle” uncertainties (Page 1).
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## Page 2

Sequence:
1. Baseline Movement
a.
In a relaxed position, begin by moving your computer mouse (or eyes, joystick, touchpad,
scroll ball, or just your attention) normally between two fixation or resting points,
designated as A and B. Some A-B interpolations/Interpellations are shown below.
2. Moving with Awareness
a.
Very intentionally, move between points A and B, in different tempos and modes.
b.
Notice the difference between being [pulling / being pulled] towards your goal B
(destination-driven) and [pushing / being pushed] away from point A.
c.
Switch back and forth, push and pull, to understand how this feels to you.
3. Moving with Bodily Awareness
a.
For this exercise, purse your lips tightly while moving the mouse and alternating sets of
“push” and “pull” (going back and forth with the same A→B→A movement on the screen)
in all combinations you can imagine. Try paradiddles and other essential rudiments.
b.
The pursed lips engage motor behavior while repressing mental preparation for speech.
4. Moving with Awareness of Speech Preparation
a.
Relax your mouth (facilitating the body to attend to speech comprehension, preparation).
b.
Explore differences in moving between and among points A and B, distinguishing
between goal-oriented pull and displacement-based push.
5. Coordinating with Repetitive Vocalization
a.
While repeating a simple verbal syllable like "ba ba ba ba", or onomatopoetic sound,
alternate your cognitive strategy between pushing and pulling in moving back and forth.
b.
You might want to try moves temporally synchronized with sounds, and not.
6. Coordinating with Generation of Memorized Text
a.
Push and pull while repeating memorized texts (e.g. wod, sentence, poem, song).
7. Integrating with Language Generation
a.
Continue the push and pull movements and explorations, while generating novel,
freeform monologue text on a certain, or no certain, topic. Record it or let it dissipate.
8. Coordinating with Language
a.
Lastly for here, integrate push and pull movements & awareness with the generation of
novel speech, language, study, or communicative acts in conversation or dialogos.
b.
By here, you may have personal variants, skills, and adjacencies – report back & enjoy!
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*Extraction method: pymupdf*