Authors
Hayden Kee
Fordham University
Abstract
I have two objectives in this article. The first is methodological: I elaborate a minimal phenomenological method and attempt to show its importance in studies of infant behavior. The second objective is substantive: Applying the minimal phenomenological approach, combined with Meltzoff’s “like-me” developmental framework, I propose the hypothesis that infants learn the pointing gesture at least in part through imitation. I explain how developments in sensorimotor ability (posture, arm and hand control and coordination, and locomotion) in the first year of life prepare the infant for acquiring the pointing gesture. The former may directly enable the latter by allowing the infant to experience its own body as being “like those” of others, thus allowing it to imitatively appropriate a broader range of adult behavior. My proposal emphasizes the embodiment of mind in the development of cognition, contrary to latent dualistic tendencies in some developmental literature.
Keywords pointing  infant social cognition  infant communication  embodied cognition  phenomenology
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DOI 10.1037/teo0000130
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Horizons of the Word: Words and Tools in Perception and Action.Hayden Kee - 2020 - Phenomenology and the Cognitive Sciences 19 (5):905-932.

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Infant Pointing: Harlequin, Servant of Two Masters.Fabia Franco - 2005 - In Naomi Eilan, Christoph Hoerl, Teresa McCormack & Johannes Roessler (eds.), Joint Attention: Communication and Other Minds. Issues in Philosophy and Psychology. Oxford University Press.
Levels of Embodied Meaning: From Pointing to Counterfactuals.Manuel de Vega - 2008 - In Manuel de Vega, Arthur Glenberg & Arthur Graesser (eds.), Symbols and Embodiment: Debates on Meaning and Cognition. Oxford University Press.
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