From Action to Cognition
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Table of contents
- Cover
- Contentsxiii
- List of contributorsv
- Prefaceix
- Acknowledgmentxi
- Section I: The Structuring of the Brain1
- Chapter 1. Unaltered development of the archi- and neocortex in prematurely born infants: genetic co3
- Cytoarchitectonics and cell proliferation in the hippocampal formation6
- Development and maturation of hippocampal and neocortical local circuit neurons and hippocampal gran12
- Persisting Cajal–Retzius cells in the preterm neo- and archicortex17
- Conclusion19
- Abbreviations20
- Acknowledgement20
- References20
- Chapter 2. Subcortical regulation of cortical development: some effects of early, selective deprivat23
- Deprivation in development causes structural changes in the cerebral cortex24
- Abnormal functional responses after early deprivation28
- Some problems: structural structural, functional functional and structural functional correlation33
- Neuroethical issues34
- References35
- Chapter 3. The mirror-neurons system: data and models39
- Introduction39
- Premotor mirror neurons: functional properties of monkey area F539
- The mirror-neuron system and action recognition: prospective or reactive mechanisms?43
- Broca’s area is the core center of the human mirror-neurons system47
- A model of area F5 and of the mirror-neurons system51
- Conclusions57
- Acknowledgments57
- References57
- Chapter 4. Apraxia: a review61
- Introduction61
- Types of apraxia62
- Models of apraxia65
- Contributions of the left- and right-brain hemispheres69
- Intra-hemispheric lesion location: a distributed representation of praxis?70
- Praxis and language?71
- The analysis of apraxic errors72
- Discussion73
- Acknowledgments78
- References78
- Section II: The Early Development of Perception and Action85
- Chapter 5. Effects of early visual deprivation on perceptual and cognitive development87
- Children treated for congenital cataract87
- Visual acuity88
- Face processing91
- Summary and developmental implications99
- Acknowledgments101
- References101
- Chapter 6. Visual tracking and its relationship to cortical development105
- Introduction105
- Abbreviations119
- Acknowledgments120
- References120
- Chapter 7. Visual and visuocognitive development in children born very prematurely123
- Introduction124
- Study 1: onset of function in the visual cortex in very premature infants129
- Study 2: development of orientation and motion responses in infants born preterm132
- Study 3: development of the visual brain between 1 and 6 years in very premature children134
- Study 4: development of a cohort of premature infants at 6–7 years136
- General discussion141
- Abbreviations142
- Acknowledgements143
- Appendix A. test procedures143
- Appendix B. MRI categories146
- References146
- Chapter 8. Development of brain mechanisms for visual global processing and object segmentation151
- Introduction151
- Segmentation by pattern and motion contrast152
- Figure-ground distinction154
- Global form and motion coherence156
- Development of global processing through middle childhood: ’dorsal stream vulnerability’160
- Objects as targets for reaching: the effect of size161
- Summary and conclusions: dorsal and ventral systems165
- Abbreviations166
- Acknowledgements166
- References167
- Chapter 9. How face specialization emerges in the first months of life169
- Introduction169
- Face detection170
- Face recognition176
- Conclusions181
- Acknowledgments182
- References182
- Chapter 10. The early development of visual attention and its implications for social and cognitive187
- Introduction187
- Methods of studying the early development of attentional processes188
- Developmental changes in visual attention and eye movements192
- Neuropsychological background of visual attention and eye movements and its development198
- Functional visual attention202
- Abbreviations203
- Acknowledgment203
- References203
- Section III: The Development of Action and Social Cognition283
- Chapter 11. Visual constraints in the development of action
- Introduction
- Constraint-led perspective for understanding action development
- Visual constraints in the development of action
- Adaptive movement behavior
- Affordances and action capabilities
- Information and the development of action
- Reaching for an understanding action development
- Summary and conclusions
- References
- Chapter 12. Object and event representation in toddlers
- Acknowledgements
- References
- Chapter 13. Learning and development in infant locomotion
- How infants move
- Perceiving affordances for balance and locomotion
- New solutions
- Cognition in motion
- Conclusion
- References
- Chapter 14. Core systems in human cognition
- Objects
- Agents
- Number
- Geometry
- Beyond Core Knowledge
- Acknowledgments
- References
- Chapter 15. Taking an action perspective on infant’s object representations
- Taking an action perspective on infant’s object representations
- Methodological questions
- At what age do infants start to represent occluded objects?
- Mapping out the psychometric space
- How specific are object representations?
- Can infants learn new rules of object motion?
- What does prediction really mean?
- Myths about eye tracking and occlusion
- Summary
- Acknowledgements
- References
- Section IV: The Development of Action and Social Cognition283
- Chapter 16. Infants’ perception and production of intentional actions285
- Introduction285
- Understanding of intentional actions286
- Role of action effects for the understanding of intentional actions289
- The interplay of action perception and action production292
- Conclusions297
- Acknowledgements299
- References299
- Chapter 17. The role of behavioral cues in understanding goal-directed actions in infancy303
- Introduction303
- Theoretical accounts on the relationship between HUMAN and AGENT categories and GOAL-DIRECTED ACTION304
- Research on the inferential link between the categorization of HUMAN or AGENT and GOAL-DIRECTED acti306
- Summary309
- Three possible functional relations between AGENCY and GOAL-DIRECTEDNESS309
- Discussion313
- Conclusions318
- Acknowledgement321
- References321
- Chapter 18. Seeing the face through the eyes: a developmental perspective on face expertise323
- Humans are experts at face processing323
- The interest in faces develops early325
- Face expertise is driven by an early interest in eyes326
- Deficits of gaze and face perception332
- The interest in eyes is driven the social relevance of gaze334
- Acknowledgments335
- References336
- Chapter 19. Past and present challenges in theory of mind research in nonhuman primates341
- A brief history341
- Two critiques343
- A paradigm shift?344
- Future directions349
- Conclusion351
- Acknowledgments352
- References352
- Chapter 20. Infancy and autism: progress, prospects, and challenges355
- Autism and infancy: an overview355
- Approaches to the neurocognitive study of autism in infancy356
- Infancy and autism at the crossroads: where do we go from here?369
- Concluding remarks378
- Abbreviations378
- Acknowledgment379
- References379
- Chapter 21. Children–robot interaction: a pilot study in autism therapy385
- Introduction385
- Designing child–robot interaction386
- Interaction in the laboratory391
- Field practices393
- Discussion396
- Conclusion398
- Acknowledgments399
- References399
- Section V: The Development of Artificial Systems401
- Chapter 22. Sensorimotor coordination in a ‘‘baby’’ robot: learning about objects through gr403
- Introduction403
- Experimental platform404
- Visual system405
- Learning about the self410
- Learning about objects417
- Grasping behavior420
- Discussion and conclusions421
- Acknowledgments423
- References423
- Chapter 23. Emergence and development of embodied cognition: a constructivist approach using robots425
- Introduction425
- ‘‘Knacks and focuses’’ of dynamics actions: information structure emerging from body–envir427
- Exploration and emergence of embodied interaction patterns433
- Simulated baby436
- Emergence of imitation from learning about self440
- Cognitive development from embryo: summary and discussions443
- Acknowledgments444
- References444
- Subject Index447
Extensive neurophysiological and neuropsychological evidence show that perception, action, and cognition are closely related in the brain and develop in parallel to one another. Thus, perception, cognition, and social functioning are all anchored in the actions of the child. Actions reflect the motives, the problems to be solved, and the constraints and possibilities of the child’s body and sensory-motor system. The developing brain accumulates experiences, which it translates into knowledge used in planning future actions. Such knowledge is available because events are governed by rules and regulations. The present volume discusses all these aspects of how action and cognition are related in development.