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Looking to rent a book? Rent A Dynamic Systems Approach to the Development of Cognition and Action [ISBN: 9780262700597] for the semester, quarter, and short term or search our site for other textbooks by Esther Thelen and Linda B. Smith. Renting a textbook can save you up to 90% from the cost of buying.
| Series Foreword | |
| Acknowledgments | |
| Introduction | |
| The Nature of Development: A Dynamic Approach | |
| Lessons from Learning to Walk | |
| Learning to Walk: The Views from Above | |
| Deficiencies of Single-Cause Explanations | |
| Central Pattern Generators and Locomotion | |
| Learning to Walk: A Confrontation with More Data | |
| Deconstructing Developmental Stages | |
| Locomotor Development in the Bullfrog | |
| Locomotor Development in the Chick | |
| Locomotor Development in the Cat | |
| Note | |
| The Crisis in Cognitive Development | |
| Piaget: The View from Above | |
| The View from Below: Transitive Inference Making | |
| Competence versus Performance | |
| Nativism | |
| What Is Continuity? | |
| What Does Innate Mean? | |
| Modularity | |
| Human Information Processing | |
| Connectionism | |
| Teleology: Beyond the End-state in Developmental Theory | |
| Conclusion | |
| Dynamic Systems: Exploring Paradigms for Change | |
| The Behavior of Dynamic Systems: An Overview | |
| Principles of Dynamic Systems | |
| Complexity and Systems Far from Thermal Equilibrium | |
| Self-organizing Systems | |
| Dynamic Stability and Attractors | |
| Phase Shifts: How Dynamic Systems Change States | |
| Fluctuations and Transitions: Unpacking Processes of Change | |
| The Importance of Time Scale Relations | |
| A Note on "Noise" | |
| A Further Note on Stability | |
| Summary | |
| Note | |
| Dynamic Principles of Development: Reinterpreting Learning to Walk | |
| Overview | |
| A Note on Time Scales of Emergent Action | |
| Dynamic Principles of Action | |
| The Contributions of Bernstein | |
| Energetic Aspects of Movement | |
| Self-organization in Real Time: Spontaneous Infant Kicking | |
| Moving Between Time Scales: From Action to Development | |
| Development as Evolving and Dissolving Attractors | |
| A New Role for Variability in Development | |
| Ontogenetic Changes in Infant Leg Movements | |
| The Disappearance of Newborn Stepping | |
| Coordination and Control of Infant Kicking: Dynamic Changes | |
| Entraining the Intrinsic Dynamics to the Environment: Treadmill-elicitedStepping in Infants | |
| The Development of Treadmill Stepping: Mapping the Dynamics of Change | |
| The Role of the Individual in a Dynamic Systems Approach | |
| Operationalizing Dynamic Principles to Understand the Ontogeny ofTreadmill Stepping | |
| Identifying the Collective Variable of Interest | |
| Characterizing the Behavioral Attractor States | |
| Describing the Dynamic Trajectory of the Collective Variable | |
| Identifying Points of Transition | |
| Exploiting the Instabilities at Transitions to Identify Potential ControlParameters | |
| Manipulating the Putative Control Parameters to Experimentally Generate Phase Transitions | |
| Integrating Dynamic Accounts at Many Levels of Analysis | |
| A Dynamic Account of Learning to Walk: The Ontogenetic Landscape | |
| Seeking Mechanisms of Change | |
| Dynamics of Neural Organization and Development | |
| Explanation and Mechanism | |
| Dynamic Organization of the Brain | |
| Dynamics of Perception: Olfaction in the Rabbit | |
| Dynamics of Movement: Neural Control of Reaching | |
| Dynamics of Change: Experience-driven Plasticity in the Adult Brain | |
| Time-locked Dynamic Processes in the Visual Cortex | |
| The Theory of Neuronal Group Selection | |
| Perceptual Categorization and the Origins of Behavior | |
| Development by Selection | |
| The Anatomical Bases and Functions of Neural Diversity | |
| Variability in the Structure of the Nervous System | |
| The Creation of Diversity in Neuroembryology | |
| Development of the Primary Repertoire | |
| Dynamic Processes in the Early Embryo | |
| The Role of the Cell Surface in Morphogenesis | |
| Cellular Processes of Neural Development | |
| The Relation between Neurogenesis, Mapping, and Behavior: Moving toPerception and Action | |
| Note | |
| Categories and Dynamic Knowledge | |
| Philosophy versus Biology | |
| Philosophical Categories | |
| Biological Categories | |
| Categories that Teach Themselves--A Computer Model | |
| Developing Definitions of Objects | |
| The Importance of Motion | |
| A Dynamic Systems Account | |
| Cognitive Momentum | |
| What Is a Category? | |
| Development as the Dynamic Selection of Categories | |
| The Dynamics of Selection in Human Infants | |
| The Unity of Perception | |
| Intermodal Integration in Infants | |
| Movement as Perception: The Critical Role of Movement in Development | |
| The Central Role of Movement in the Development of Perception andCognition | |
| Self-produced Locomotion | |
| Other Motor Skills as Control Parameters | |
| Development in the Absence of a Perceptual Modality | |
| Dynamic Memory: From Learning to Development | |
| Experimental Studies of Infant Learning and Memory | |
| Developmental Changes in Memory | |
| Note | |
| Dynamics and the Origins of Knowledge | |
| The Context-Specific Origin of Knowledge | |
| Global Structure-Local Variability: The Integration of Time Scales | |
| Learning About Slopes | |
| Knowing What Is Possible | |
| Possible and Impossible Events | |
| Knowing Carts Can't Go Through Boxes | |
| Developing Multiple Attractors | |
| Jumping Between Global Structures: Novel Word Interpretations | |
| Context and Competence | |
| Knowledge from Action: Exploration and Selection in Learning to Reach | |
| Learning to Reach: The Nature of the Task | |
| Learning to Reach: A Dynamic Approach | |
| The Transition to Reaching | |
| Adult Reaching | |
| Gabriel: From Flapping to Reaching | |
| Hannah: Solving a Gravity Problem | |
| Reaching Onset: The Discovery of a New Form | |
| Matching Intention and Intrinsic Dynamics | |
| Action as an Emergent Category | |
| Nathan: Exploration and Selection over the First Year | |
| Knowledge from Action and Action from Knowledge | |
| Real Time, Developmental Time, and Knowing: Explaining the A-Not-B Error | |
| The A-Not-B Error | |
| Context Effects | |
| The Data to Be Explained | |
| A Systems Account | |
| Explaining the Context Dependencies in Eight-month-old Performances | |
| The What System--Perceiving the Static Properties of Objects | |
| The Looking System | |
| The Reaching System | |
| Trajectories--Eight-month-olds, Standard Condition, No Delay | |
| Explanation of Eight-month-olds' Behavior in the Standard Task | |
| Eight-month-olds and Distinctive Containers | |
| Eight-month-olds and Multiple Hiding Locations | |
| Evaluation of the Account of Eight-month-old Infants' Search Behavior | |
| Development: Putting Real Time and Developmental Time Together | |
| Maturation or Development? | |
| What Is Knowing? | |
| Hard Problems: Toward a Dynamic Cognition | |
| Motivation: Where Does It All Come from? | |
| Rethinking Motivation | |
| Motivation and the Dynamic Landscape | |
| Toward an Affective Cognition | |
| Kurt Lewin Rediscovered | |
| The Origins of an Embodied Cognition | |
| A Developmental Account of Force Embodiment | |
| Toward a Social Embodiment of Knowledge | |
| Talking and Perceiving: An Interactive Cognition | |
| Symbolic Thought in a Dynamic Cognition | |
| Paradigm Shifts | |
| Epilogue | |
| References | |
| Author Index | |
| Subject Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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