From flow to mystical experiences: Connecting entropy and fluency along the unifying framework of cognitive continuum
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Self-transcendent experiences (STEs) represent profound shifts in cognition and consciousness, possessing significant transformative potential. With growing scientific interest in these phenomena, we propose the cognitive continuum as a unifying framework. Grounded in enactive cognitive science and complex dynamic systems perspectives, this approach takes the embodied person, embedded within their world, as the appropriate unit of analysis. The continuum illustrates how STEs, such as flow states and mystical experiences, reflect an enhancement of relevance realization, the organism’s active engagement with its environment to adaptively frame its world, across increasingly global levels of cognitive organization. We identify destabilization and complexification as central processes in this enhancement and propose entropy as their metric. We introduce the Entropy-Fluency hypothesis, which posits that increased entropy signals destabilization followed by increased fluency, thereby conceptually bridging first-person subjective experiences with third-person scientific observations of STEs. The cognitive continuum reveals STEs as dynamic, person-specific, and context-dependent phenomena emerging from person-world coupling, requiring idiographic and transdisciplinary methodological approaches. This framework provides conceptual tools for understanding these profound experiences, contributing to a comprehensive science of human flourishing.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it