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The case for developmental cognitive science: Theories of people and things

In Gavin Bremner & Alan Slater (eds.), Theories of Infant Development. Blackwell. pp. 143--173 (2004)

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  1. Inquiry, vision and objects: Foraging for coherence within neuroscience.Jay Schulkin - 2013 - Human Affairs 23 (4):616-632.
    We come prepared to track events and objects, building our knowledge base while foraging for coherence. Classical pragmatism recognizes that the acquisition of knowledge is in part a contact sport (e.g. Peirce, Dewey). One of the aims of neuroscience is to capture human experience. One route to perhaps achieve this may be through the study of the visual system and its expansion in our evolutionary history. Embodied cephalic systems, as Dewey knew well, are tied to self-corrective inquiry. A philosophy of (...)
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  • Life Experiences and Educational Sensibilities.Jay Schulkin - 2009 - Contemporary Pragmatism 6 (2):137-163.
    The human adventure in education is one of imperfect expression, punctuated by moments of insight. Education cultivates these epiphanies and nurtures their possible continuation. But even without major or minor insights, education cultivates the appreciation of the good, the beautiful, and the true. An experimentalist's sensibility lies amid the humanist's grasp of the myriad ways of trying to understand our existence. To bridge discourse is to appreciate the languages of other cultures, which reveal the nuances of life and experience.
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  • Thinking about seeing: Perceptual sources of knowledge are encoded in the theory of mind brain regions of sighted and blind adults.Jorie Koster-Hale, Marina Bedny & Rebecca Saxe - 2014 - Cognition 133 (1):65-78.
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