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  1. Perception-Action Mutuality Obviates Mental Construction.M. F. Fultot, L. Nie & C. Carello - 2016 - Constructivist Foundations 11 (2):298-307.
    Context: The dominant approach to the study of perception is representational/computational, with an emphasis on the achievements of the brain and the nervous system, which are taken to construct internal models of the world. Alternatives include ecological, embedded, embodied, and enactivist approaches, all of which emphasize the centrality of action in understanding perception. Problem: Despite sharing many theoretical commitments that lead to a rejection of the classical approach, the alternatives are characterized by important contrasts and points of divergence. Here we (...)
     
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  2. Authors’ Response: Complementarity of Symmetry and Asymmetry.M. F. Fultot, L. Nie & C. Carello - 2016 - Constructivist Foundations 11 (2):335-345.
    Upshot: Gibsonian and enactivist thinkers appear to diverge primarily with respect to the emphasis placed on the contributions of the organism to perception-action. Enactivists claim that a fundamental asymmetry in the organism-environment relationship should be credited for the existence of meaning in the world. Gibsonians counter that theory must reckon with both the asymmetry and symmetry between organism and environment as well as with the role of specificational information in underwriting their coordination.
     
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  3. What Kind of Epistemic Activity is Expert Introspection?M. F. Fultot - 2016 - Constructivist Foundations 11 (2):397-398.
    Open peer commentary on the article “Going Beyond Theory: Constructivism and Empirical Phenomenology” by Urban Kordeš. Upshot: A constructivist epistemology might help us better understand what kind of knowledge expert introspection cannot deliver. Indeed, there are well-known trade-offs with regard to the insights that can be gained through introspection. If trivialization is to be avoided, then it should be assumed that, contrary to standard science, introspection just is not a declarative kind of knowledge.
     
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