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Summary
Most theories of cognitive development are "cognitive" in the sense of being about internal models, propositions, and inferences. It is not at all clear that these theories can explain real world learning. Children learn in a physical world - about objects, actions, other social beings, and language -- through their second-by-second, minute-by-minute sensorimotor interactions in that work. They create their own experiences through their own actions. This talk considers how the body -and physical actions -may play a special role in -and indeed simplify - learning objet names. The body's momentary actions and appear to play a direct role in what might seem to be cognitive operations - attention and binding bind objects in the physical environment to internal cognitive operations. The domain used to illustrate these points is toddler word learning. Using tiny video-cameras placed low on the forehead of the child to capture the dynamic first person view, measures of eye-gaze direction, motion sensors on heads and hands, and success in word learning tasks, the experiments shows learning that is inseparable from -and made in - embodied interaction in the world.
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