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From Action to Cognition
Extensive neurophysiological and neuropsychological evidence show that perception, action, and cognition are closely related in the brain and develop in parallel to one another. Thus, perception, cognition, and social functioning are all anchored in the actions of the child. Actions reflect the motives, the problems to be solved, and the constraints and possibilities of the child's body and sensory-motor system. The developing brain accumulates experiences, which it translates into knowledge used in planning future actions. Such knowledge is available because events are governed by rules and regulations. The present volume discusses all these aspects of how action and cognition are related in development.
Ibss: Sociology: 1998
Renowned for its international coverage and rigorous selection procedures, this series provides the most comprehensive and scholarly bibliographic service available in the social sciences. Arranged by topic and indexed by author, subject and place-name, each bibliography lists and annotates the most important works published in its field during the year of 1997, including hard-to-locate journal articles. Each volume also includes a complete list of the periodicals consulted.
Studying the Perception-Action System as a Model System for Understanding Development
Studying the Perception-Action System as a Model System for Understanding Development, Volume 55, the latest release in the Advances in Child Development and Behavior series, includes chapters that highlight some of the most recent research in the field of development of the perception-action system, with an overarching theme of addressing how the development of the perception-action system is a useful model for understanding both typical and atypical development. Chapters in this latest release include discussions of Perception and Action, Exploration and Selection, and the Acquisition of Skills in Infancy, The Development of Object Fitting: The Dynamics of Spatial Coordination, Development...
Emerging Cognitive Abilities in Early infancy
Written by a group of developmental scientists, this book debates cognitive achievements in early infancy from a multidisciplinary perspective. The editors combine knowledge from different areas of infant development research to present an integrated view of the cognitive abilities emerging in early infancy. The chapters are arranged in a sequence that best conveys to the reader the line of reasoning that emerged during the development of this book. The book opens with chapters dealing with fundamental and general aspects of cognitive development, sweeps through the specific theme of language acquisition, and closes by returning to general questions concerning different representation modalities.
The Development Of Sensory, Motor And Cognitive Capacities In Early Infancy
Research on the development of human infants has revealed remarkable capacities in recent years. Instead of stressing the limitations of the newborn, the modern approach is now more optimistically based on an assessment of the adaptive capabilities of the infant. Innate endowment, coupled with interaction with the physical and social environment, enables a developmental transition from processes deeply rooted in early perception and action to the cognitive and language abilities typical of the toddler.; This book reviews a number of issues in early human development. It includes a reconceptualization of the role of perception at the origins of development, a reconciliation of psychophysical ...
Cognitive Robotics
The kimono-clad android robot that recently made its debut as the new greeter at the entrance of Tokyo's Mitsukoshi department store is just one example of the rapid advancements being made in the field of robotics.Cognitive robotics is an approach to creating artificial intelligence in robots by enabling them to learn from and respond to real-worl
Babies in Groups
This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations. Research has shown that young babies - well before they form their first bond to a caring adult - enjoy participating in groups and group processes. Babies in Groups examines the consequences of these findings for science, for early education practice and policy, and for adult psychotherapy. The authors report research showing the extensive capacity of preverbal infants for group-communication in all-baby trios and quartets, backed by findings about primate sociabil...
New Frontiers in Mirror Neurons Research
The discovery of mirror neurons has been a revolution in neuroscience and psychology. Nevertheless, because of their profound impact in life sciences, mirror neurons still raise debates about their origins and functions.This book offers a comprehensive and state of the art overview of the latest advances in mirror neurons research
Move into Life
Remember a time when you were bursting with energy, curiosity, and creativity? When your body felt strong and flexible, free of any aches and pains? With the Anat Baniel Method, you can feel that way again and experience renewed, intensified vitality–greater health, flexibility, strength, sensuality, clarity of mind, and enthusiasm–now and throughout your life, no matter what your age or physical condition. Your level of vitality is directly connected to your brain. When your brain thrives, growing and making new connections, you are invigorated, infused with a new sense of aliveness and possibility, capable of infinitely new ways of moving, thinking, and feeling. Combining cutting-edge ...
Language-Specific Factors in First Language Acquisition
A growing number of studies have begun to examine the influence of language-specific factors on language acquisition. During language acquisition, German children from six years on use structures that are similar to those of adults in their language group and also encode all semantic components from an early age. In striking contrast, French children up to ten years have difficulties producing some of the complex structures that are necessary for the simultaneous expression of several semantic components. Nonetheless, in addition to these striking cross-linguistic differences, the results of this study also clearly show similar developmental progressions in other respects, suggesting the impact of general developmental determinants.
