14 found
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  1. The Dynamics of Embodiment: A Field Theory of Infant Perseverative Reaching.Esther Thelen, Gregor Schöner, Christian Scheier & Linda B. Smith - 2001 - Behavioral and Brain Sciences 24 (1):1-34.
    The overall goal of this target article is to demonstrate a mechanism for an embodied cognition. The particular vehicle is a much-studied, but still widely debated phenomenon seen in 7–12 month-old-infants. In Piaget's classic “A-not-B error,” infants who have successfully uncovered a toy at location “A” continue to reach to that location even after they watch the toy hidden in a nearby location “B.” Here, we question the traditional explanations of the error as an indicator of infants' concepts of objects (...)
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  2. Development as a Dynamic System.Linda B. Smith & Esther Thelen - 2003 - Trends in Cognitive Sciences 7 (8):343-348.
  3.  38
    Time-Scale Dynamics and the Development of an Embodied Cognition.Esther Thelen - 1995 - In Tim van Gelder & Robert Port (eds.), Mind as Motion: Explorations in the Dynamics of Cognition. MIT Press. pp. 69--100.
  4.  25
    Hand, Mouth and Brain. The Dynamic Emergence of Speech and Gesture.Jana M. Iverson & Esther Thelen - 1999 - Journal of Consciousness Studies 6 (11-12):11-12.
    We examine the embodiment of one foundational aspect of human cognition, language, through its bodily association with the gestures that accompany its expression in speech. Gesture is a universal feature of human communication. Gestures are produced by all speakers in every culture . They are tightly timed with speech . Gestures convey important communicative information to the listener, but even blind speakers gesture while talking to blind listeners , so the mutual co-occurrence of speech and gesture reflects a deep association (...)
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  5.  6
    Knowing in the Context of Acting: The Task Dynamics of the A-Not-B Error.Linda B. Smith, Esther Thelen, Robert Titzer & Dewey McLin - 1999 - Psychological Review 106 (2):235-260.
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  6.  13
    Using Dynamic Field Theory to Rethink Infant Habituation.Gregor Schöner & Esther Thelen - 2006 - Psychological Review 113 (2):273-299.
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  7.  26
    The Primacy of Action, Intention and Emotion.Jana M. Iverson & Esther Thelen - 1999 - Journal of Consciousness Studies 6 (11-12):19-40.
  8.  32
    The Hand Leads the Mouth in Ontogenesis Too.Jana M. Iverson & Esther Thelen - 2003 - Behavioral and Brain Sciences 26 (2):225-226.
    The evolutionary scenario described in this target article parallels developmental patterns observed in human infants. Early vocalizations are largely expressive, manual control develops more rapidly than intentional vocal articulation, and vocal and manual activity are linked. In ontogenetic development, language is strongly rooted in bodily action and gesture.
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  9.  17
    Developmental “Movement Disorders” and Problem Solving.Esther Thelen - 1996 - Behavioral and Brain Sciences 19 (1):88-89.
  10.  15
    Interactionism is Good, but Not Good Enough.Esther Thelen - 1988 - Behavioral and Brain Sciences 11 (4):650-650.
  11.  12
    Improvisations on the Behavioral-Genetics Theme.Esther Thelen - 1991 - Behavioral and Brain Sciences 14 (3):409-410.
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  12.  19
    Origins of Origins of Motor Control.Esther Thelen - 1995 - Behavioral and Brain Sciences 18 (4):780-783.
    Examination of infant spontaneous and goal-directed arm movements supports Feldman and Levin's hypothesis of a functional hierarchy. Early infant movements are dominated by biomechanical and dynamic factors without external frames of reference. Development involves not only learning to generate these frames of reference, but also protecting the higher-level goal of the movement from internal and external perturbations.
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  13.  14
    Simplifying Assumptions: Can Development Help?Esther Thelen - 1985 - Behavioral and Brain Sciences 8 (1):165-166.
  14.  31
    So What's a Modeler to Do?Esther Thelen, Gregor Schöner, Christian Scheier & Linda B. Smith - 2001 - Behavioral and Brain Sciences 24 (1):70-80.
    We argue that mentalistic constructs like the “object concept” are not substitutes for process explanations of cognition, and that it is impossible to prove the existence of such constructs with behavioral tasks. We defend the field theory as an appropriate level for modeling embodiment. Finally, we discuss the model's biological plausibility and its extensions to other tasks and other species.
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