Pub Date : 2018-03-09DOI: 10.1080/10407413.2018.1438197
Mariko Ito, Hiroyuki Mishima
ABSTRACT This study focuses on the perceptual skills used when playing kendama, a toy with a ball, string, and handle. It examines the visual information required for guiding the head and handle movements during the “swing-in” catching maneuver and determines whether information-based strategies such as canceling the rate of change of α (the optical depression angle from the horizon) or cot α (optical acceleration), using tau coupling, or a combination thereof, could be applied to this empirical task. The regressions of both α and cot α with time are found to be highly linear and increase when the skill level increases. For expert players, the k values for the tau coupling based on the center of the ball are clearly lower than those for the tau coupling based on the hole in the ball compared with skilled players. These results suggest that, with increasing skill level, kendama players tend to utilize α or cot α for regulating the observation point and use the sight of the hole as the tau coupling information for controlling the handle.
{"title":"Optical Information to Guide the Head and Handle Movements While Playing Kendama","authors":"Mariko Ito, Hiroyuki Mishima","doi":"10.1080/10407413.2018.1438197","DOIUrl":"https://doi.org/10.1080/10407413.2018.1438197","url":null,"abstract":"ABSTRACT This study focuses on the perceptual skills used when playing kendama, a toy with a ball, string, and handle. It examines the visual information required for guiding the head and handle movements during the “swing-in” catching maneuver and determines whether information-based strategies such as canceling the rate of change of α (the optical depression angle from the horizon) or cot α (optical acceleration), using tau coupling, or a combination thereof, could be applied to this empirical task. The regressions of both α and cot α with time are found to be highly linear and increase when the skill level increases. For expert players, the k values for the tau coupling based on the center of the ball are clearly lower than those for the tau coupling based on the hole in the ball compared with skilled players. These results suggest that, with increasing skill level, kendama players tend to utilize α or cot α for regulating the observation point and use the sight of the hole as the tau coupling information for controlling the handle.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2018.1438197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47695049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-09DOI: 10.1080/10407413.2018.1438810
Morgan L. Waddell, E. Amazeen
ABSTRACT Perceived heaviness is a function of both the muscle activity used to wield an object and the resulting movement. Wielding reveals invariant properties of the effector-object system, such as rotational inertia. Recent research has proposed a psychophysiological mechanism for perceiving the heaviness of a handheld object through dynamic touch that captures how arm muscle activity and angular movement combined reveal this invariance (Waddell, Fine, Likens, Amazeen & Amazeen, 2016). The current study extends this hypothesis by investigating the dynamics of heaviness perception with the leg. Participants lifted objects of varying mass with knee extension lifts while reporting perceived heaviness. During each lift, the electromyogram (EMG) was recorded from the quadriceps, and peak angular acceleration was recorded about the knee. The resulting psychophysiological function revealed the hypothesized ratio of muscle activity to movement, similar to that found in Waddell et al. (2016). This suggests that the dynamics for heaviness perception in the leg is similar to that shown in the arm in previous work.
{"title":"Leg Perception of Object Heaviness","authors":"Morgan L. Waddell, E. Amazeen","doi":"10.1080/10407413.2018.1438810","DOIUrl":"https://doi.org/10.1080/10407413.2018.1438810","url":null,"abstract":"ABSTRACT Perceived heaviness is a function of both the muscle activity used to wield an object and the resulting movement. Wielding reveals invariant properties of the effector-object system, such as rotational inertia. Recent research has proposed a psychophysiological mechanism for perceiving the heaviness of a handheld object through dynamic touch that captures how arm muscle activity and angular movement combined reveal this invariance (Waddell, Fine, Likens, Amazeen & Amazeen, 2016). The current study extends this hypothesis by investigating the dynamics of heaviness perception with the leg. Participants lifted objects of varying mass with knee extension lifts while reporting perceived heaviness. During each lift, the electromyogram (EMG) was recorded from the quadriceps, and peak angular acceleration was recorded about the knee. The resulting psychophysiological function revealed the hypothesized ratio of muscle activity to movement, similar to that found in Waddell et al. (2016). This suggests that the dynamics for heaviness perception in the leg is similar to that shown in the arm in previous work.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2018.1438810","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47060816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-13DOI: 10.1080/10407413.2018.1439140
E. Williams, A. Costall, V. Reddy
ABSTRACT Children's relations to objects are often seen as operating in a physical, asocial realm distinct from the sociocultural realm of other people. The most influential theories of autism exemplify this assumption, emphasizing problems in relating to other people alongside relatively intact dealings with objects. This article challenges the notion of a rigid social-material divide. It examines evidence of widespread disruption in the object use of children with autism, alongside developmental ecological and sociocultural research highlighting the mutuality of our relations to people and things, to argue that difficulties in relating to other people should themselves lead us to expect corresponding problems in object use. In support of this argument findings are presented from an empirical study comparing the triadic (parent-object-infant) play of children with autism (ages 1–6) and their parents to that of developmentally matched typical and Down syndrome dyads. Children's response to parental invitations and the proportion of time each child spent engaged with objects and/or their parents were compared. In contrast to the children in the comparison groups, those with autism were more likely to show no interest in parental invitations to act on an object in a particular way due to being preoccupied with their own use of an object and less likely to comply with such invitations. They also spent less time jointly engaged with their parent and an object and more time unengaged or focused exclusively on their own use of an object. These findings are discussed in the context of Gibson's (1979) concept of affordances to further our understanding of the social mediation of object use in children with and without autism and the role unusual child-object relations in autism might play in disrupting ongoing interaction.
{"title":"Autism and Triadic Play: An Object Lesson in the Mutuality of the Social and Material","authors":"E. Williams, A. Costall, V. Reddy","doi":"10.1080/10407413.2018.1439140","DOIUrl":"https://doi.org/10.1080/10407413.2018.1439140","url":null,"abstract":"ABSTRACT Children's relations to objects are often seen as operating in a physical, asocial realm distinct from the sociocultural realm of other people. The most influential theories of autism exemplify this assumption, emphasizing problems in relating to other people alongside relatively intact dealings with objects. This article challenges the notion of a rigid social-material divide. It examines evidence of widespread disruption in the object use of children with autism, alongside developmental ecological and sociocultural research highlighting the mutuality of our relations to people and things, to argue that difficulties in relating to other people should themselves lead us to expect corresponding problems in object use. In support of this argument findings are presented from an empirical study comparing the triadic (parent-object-infant) play of children with autism (ages 1–6) and their parents to that of developmentally matched typical and Down syndrome dyads. Children's response to parental invitations and the proportion of time each child spent engaged with objects and/or their parents were compared. In contrast to the children in the comparison groups, those with autism were more likely to show no interest in parental invitations to act on an object in a particular way due to being preoccupied with their own use of an object and less likely to comply with such invitations. They also spent less time jointly engaged with their parent and an object and more time unengaged or focused exclusively on their own use of an object. These findings are discussed in the context of Gibson's (1979) concept of affordances to further our understanding of the social mediation of object use in children with and without autism and the role unusual child-object relations in autism might play in disrupting ongoing interaction.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2018.1439140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47956975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-13DOI: 10.1080/10407413.2017.1409589
M. Kimmel, Christian R. Rogler
ABSTRACT Our title can be read as trivially true, namely, that perceived affordances shape real-time interaction dynamics. A less trivial reading suggests that affordances themselves interact in a shared dyadic field, such that the number and quality of As and Bs affordances are dynamically coupled with bidirectional causality. In dance, martial arts, or team sports agents strategically comodulate each other's affordances while pursuing their aims. In Aikido, where agents try to break their opponents' balance, this trade-off globally approximates a zero-sum game—the better A's affordances are, the lousier B's affordances get. The agents are subject to ceaseless cross-causation in this shared field. They seek to obstruct their opponents' options while strategically enabling, augmenting, and sculpting their own by employing subtle perceptual manipulation skills, redirecting force, brinkmanship, and switching techniques opportunistically. To overcome static views, we conceptualize affordances as cascading and having fluid onsets; we also identify nested affordances in goal hierarchies and describe a spectrum of affordance functions. Ultimately, we suggest rethinking the ontology of affordances as being sensitive to dynamic engagements, hence defined relative to interpersonal emergence.
{"title":"Affordances in Interaction: The Case of Aikido","authors":"M. Kimmel, Christian R. Rogler","doi":"10.1080/10407413.2017.1409589","DOIUrl":"https://doi.org/10.1080/10407413.2017.1409589","url":null,"abstract":"ABSTRACT Our title can be read as trivially true, namely, that perceived affordances shape real-time interaction dynamics. A less trivial reading suggests that affordances themselves interact in a shared dyadic field, such that the number and quality of As and Bs affordances are dynamically coupled with bidirectional causality. In dance, martial arts, or team sports agents strategically comodulate each other's affordances while pursuing their aims. In Aikido, where agents try to break their opponents' balance, this trade-off globally approximates a zero-sum game—the better A's affordances are, the lousier B's affordances get. The agents are subject to ceaseless cross-causation in this shared field. They seek to obstruct their opponents' options while strategically enabling, augmenting, and sculpting their own by employing subtle perceptual manipulation skills, redirecting force, brinkmanship, and switching techniques opportunistically. To overcome static views, we conceptualize affordances as cascading and having fluid onsets; we also identify nested affordances in goal hierarchies and describe a spectrum of affordance functions. Ultimately, we suggest rethinking the ontology of affordances as being sensitive to dynamic engagements, hence defined relative to interpersonal emergence.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2017.1409589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47645681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-09DOI: 10.1080/10407413.2018.1439110
N. Rader
ABSTRACT The research program described here is based on an approach to doing developmental research that has at its foundation principles of Ecological Psychology set forth by James Gibson and which has its beginnings in the mentorship provided by Eleanor Gibson. The research summarized covers decades of laboratory studies with infants and young children with a focus on three topics: (a) perceiving and responding to an affordance of nontraversability, (b) perceiving affordances provided by covers used in object permanence research and perceiving hidden affordances, and (c) picking up metamodal information in speech-gesture synchrony for word learning in typically as well as atypically developing children. Findings from this research show the importance of attending to the information-specifying aspects of the environment as well as the nature of the action studied when designing developmental research. It is hoped that this research review will provide insights for Ecological Psychology that come from understanding the beginnings of organism-environment relationships and how these relationships vary and change for different individuals and across the life span.
{"title":"Uniting Jimmy and Jackie: Foundation for a Research Program in Developmental Ecological Psychology","authors":"N. Rader","doi":"10.1080/10407413.2018.1439110","DOIUrl":"https://doi.org/10.1080/10407413.2018.1439110","url":null,"abstract":"ABSTRACT The research program described here is based on an approach to doing developmental research that has at its foundation principles of Ecological Psychology set forth by James Gibson and which has its beginnings in the mentorship provided by Eleanor Gibson. The research summarized covers decades of laboratory studies with infants and young children with a focus on three topics: (a) perceiving and responding to an affordance of nontraversability, (b) perceiving affordances provided by covers used in object permanence research and perceiving hidden affordances, and (c) picking up metamodal information in speech-gesture synchrony for word learning in typically as well as atypically developing children. Findings from this research show the importance of attending to the information-specifying aspects of the environment as well as the nature of the action studied when designing developmental research. It is hoped that this research review will provide insights for Ecological Psychology that come from understanding the beginnings of organism-environment relationships and how these relationships vary and change for different individuals and across the life span.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2018.1439110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43223309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10407413.2018.1410045
Harry Heft
ABSTRACT An animal's habitat is filled with places that support activities in daily life. There are places, for example, that afford sleeping, eating, hiding, and gathering with others. Most places reflect the environment's nested structure. Even as perception–action is coupled to structure at the level of affordances, it is also coupled especially in human societies to dynamic structures at the level of places within which affordances are nested. These places have a distinctive complexity arising from the collective actions of individuals. For this reason, place-specific activities in human habitats are nearly always embedded in collective social practices. If children are to function adaptively as social beings in the community where they develop and live from day to day, they must learn not only where such places are located but also and critically how to participate in them. Owing to shared intersubjective intentions that give rise to places as behavior settings, individuals' actions in community settings are normatively constrained in the course of their participating in those settings. Consideration of the place within which perception–action is nested is indispensable if we hope to attain an adequate understanding of human perception–action in community settings as well as in some of the settings where research is conducted.
{"title":"Places: Widening the Scope of an Ecological Approach to Perception–Action With an Emphasis on Child Development","authors":"Harry Heft","doi":"10.1080/10407413.2018.1410045","DOIUrl":"https://doi.org/10.1080/10407413.2018.1410045","url":null,"abstract":"ABSTRACT An animal's habitat is filled with places that support activities in daily life. There are places, for example, that afford sleeping, eating, hiding, and gathering with others. Most places reflect the environment's nested structure. Even as perception–action is coupled to structure at the level of affordances, it is also coupled especially in human societies to dynamic structures at the level of places within which affordances are nested. These places have a distinctive complexity arising from the collective actions of individuals. For this reason, place-specific activities in human habitats are nearly always embedded in collective social practices. If children are to function adaptively as social beings in the community where they develop and live from day to day, they must learn not only where such places are located but also and critically how to participate in them. Owing to shared intersubjective intentions that give rise to places as behavior settings, individuals' actions in community settings are normatively constrained in the course of their participating in those settings. Consideration of the place within which perception–action is nested is indispensable if we hope to attain an adequate understanding of human perception–action in community settings as well as in some of the settings where research is conducted.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2018.1410045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44156947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10407413.2017.1410044
P. Fitzpatrick, Peter Bui, Andrea Garry
ABSTRACT Gaining proficiency using tools during childhood is an important accomplishment and involves using the hands to perceive tool properties and perform goal-directed actions. Using a perception–action perspective, we explored (a) whether tool characteristics (inertia) influence perceptual judgments and hammering action performance and (b) developmental changes in perception and performance. Adults and preschool children completed a hammering performance task and a forced choice perceptual task in which they judged which of 2 hammers was more effective. In the performance task, we found that the number of pegs hammered increased developmentally and changed as a function inertial characteristics, with more pegs hammered for hammers weighted in the head. Period of hammering movements was modified to compensate for inertial characteristics and movement variability decreased developmentally. In the perceptual task, we found inertial characteristics influenced perceptual judgments and attunement to this information increased developmentally. In addition, we found measures of perception and performance were related. These findings provide evidence that perception and action are coupled and changes in one are associated with changes in the other during development.
{"title":"The Role of Perception–Action Systems in the Development of Tool-Using Skill","authors":"P. Fitzpatrick, Peter Bui, Andrea Garry","doi":"10.1080/10407413.2017.1410044","DOIUrl":"https://doi.org/10.1080/10407413.2017.1410044","url":null,"abstract":"ABSTRACT Gaining proficiency using tools during childhood is an important accomplishment and involves using the hands to perceive tool properties and perform goal-directed actions. Using a perception–action perspective, we explored (a) whether tool characteristics (inertia) influence perceptual judgments and hammering action performance and (b) developmental changes in perception and performance. Adults and preschool children completed a hammering performance task and a forced choice perceptual task in which they judged which of 2 hammers was more effective. In the performance task, we found that the number of pegs hammered increased developmentally and changed as a function inertial characteristics, with more pegs hammered for hammers weighted in the head. Period of hammering movements was modified to compensate for inertial characteristics and movement variability decreased developmentally. In the perceptual task, we found inertial characteristics influenced perceptual judgments and attunement to this information increased developmentally. In addition, we found measures of perception and performance were related. These findings provide evidence that perception and action are coupled and changes in one are associated with changes in the other during development.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2017.1410044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41783647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10407413.2018.1410409
A. Szokolszky, C. Read
ABSTRACT Developmental11 Publications by Dent, C. H., Dent-Read, C., and Read, C. are by the same author. Ecological Psychology began to conceptualize develop–ment in terms of the organism-environment system at a time when it was far from accepted to think about development in dynamic and systems terms. In this theoretical review, we argue that Developmental Ecological Psychology, based on mutualist ecological realism, has much to give to and to gain from other approaches to development that aim at building a developmental science on ecological–relational foundations. However, in order to exert greater influence, Developmental Ecological Psychology should pay attention to organismic development in a wider sense and should provide comprehensive theorizing about development as an ongoing and extended life process in multiple contexts. We review the theoretical foundations and prominent research directions in Develop- mental Ecological Psychology, noting strengths as well as lacunae. Then we move on to review major approaches that are partners for Developmental Ecological Psychology in a currently forming “coalition” of ecological–relational developmental science. In particular, we align the contributions of biologically rooted developmental systems approaches, dynamic systems approaches, phenomenologically rooted approaches, and sociocultural approaches. We focus on common ground, affinities, and synergies among these approaches and with Developmental Ecological Psychology. Thus, we define Developmental Ecological Psychology as an evolving, open discipline, seeking and finding principled cross-fertilization with a broad array of other relevant streams of thought.
{"title":"Developmental Ecological Psychology and a Coalition of Ecological–Relational Developmental Approaches","authors":"A. Szokolszky, C. Read","doi":"10.1080/10407413.2018.1410409","DOIUrl":"https://doi.org/10.1080/10407413.2018.1410409","url":null,"abstract":"ABSTRACT Developmental11 Publications by Dent, C. H., Dent-Read, C., and Read, C. are by the same author. Ecological Psychology began to conceptualize develop–ment in terms of the organism-environment system at a time when it was far from accepted to think about development in dynamic and systems terms. In this theoretical review, we argue that Developmental Ecological Psychology, based on mutualist ecological realism, has much to give to and to gain from other approaches to development that aim at building a developmental science on ecological–relational foundations. However, in order to exert greater influence, Developmental Ecological Psychology should pay attention to organismic development in a wider sense and should provide comprehensive theorizing about development as an ongoing and extended life process in multiple contexts. We review the theoretical foundations and prominent research directions in Develop- mental Ecological Psychology, noting strengths as well as lacunae. Then we move on to review major approaches that are partners for Developmental Ecological Psychology in a currently forming “coalition” of ecological–relational developmental science. In particular, we align the contributions of biologically rooted developmental systems approaches, dynamic systems approaches, phenomenologically rooted approaches, and sociocultural approaches. We focus on common ground, affinities, and synergies among these approaches and with Developmental Ecological Psychology. Thus, we define Developmental Ecological Psychology as an evolving, open discipline, seeking and finding principled cross-fertilization with a broad array of other relevant streams of thought.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2018.1410409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48126011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10407413.2017.1410387
J. Rączaszek-Leonardi, Iris Nomikou, K. Rohlfing, T. Deacon
ABSTRACT In the embodied, situated, enacted and distributed approaches to cognition, the coordinative role of language comes to the fore. Language, with its symbolic properties, arises from a multimodal stream of interactive events and gradually gains power to constrain them in a functional and adaptive way. In this article, we attempt to integrate three approaches to information in cognitive systems to provide a theoretical background to the process of development of language as such a coordinator. Ecological psychology provides an explanation for how any behaviors or events become informative through the process of “tuning” to affordances that control individual and collective behavior. The dynamical approach helps to operationalize this control as a functional reduction of degrees of freedom of individual and collective systems. Cognitive semiotics provides a typology of constraints showing their interrelations: it proposes conditions under which informational controls that function as indices and icons may become symbolic, providing a qualitatively different form of constraint, which can be partially ungrounded from the ongoing stream of multimodal events. The article illustrates the proposed processes with examples from actual parent-infant interaction and points to ways of verifying them in a more quantitative way.
{"title":"Language Development From an Ecological Perspective: Ecologically Valid Ways to Abstract Symbols","authors":"J. Rączaszek-Leonardi, Iris Nomikou, K. Rohlfing, T. Deacon","doi":"10.1080/10407413.2017.1410387","DOIUrl":"https://doi.org/10.1080/10407413.2017.1410387","url":null,"abstract":"ABSTRACT In the embodied, situated, enacted and distributed approaches to cognition, the coordinative role of language comes to the fore. Language, with its symbolic properties, arises from a multimodal stream of interactive events and gradually gains power to constrain them in a functional and adaptive way. In this article, we attempt to integrate three approaches to information in cognitive systems to provide a theoretical background to the process of development of language as such a coordinator. Ecological psychology provides an explanation for how any behaviors or events become informative through the process of “tuning” to affordances that control individual and collective behavior. The dynamical approach helps to operationalize this control as a functional reduction of degrees of freedom of individual and collective systems. Cognitive semiotics provides a typology of constraints showing their interrelations: it proposes conditions under which informational controls that function as indices and icons may become symbolic, providing a qualitatively different form of constraint, which can be partially ungrounded from the ongoing stream of multimodal events. The article illustrates the proposed processes with examples from actual parent-infant interaction and points to ways of verifying them in a more quantitative way.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2017.1410387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47095537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10407413.2018.1410404
C. Read, A. Szokolszky
ABSTRACT This article introduces the first part of a 2-part Special Issue of Ecological Psychology dedicated to the enhancement of developmental ecological research and theory and to finding common ground with broader ecologically relationally oriented developmental science. The Special Issue has been motivated by the observation that Developmental Ecological Psychology is a still emerging core discipline that has much to offer both to Ecological Psychology and to other ecological-dynamical-relational approaches in developmental science. This introduction briefly reviews the 4 articles in the first part of the Special Issue and urges further theoretical and empirical work in the framework of Developmental Ecological Psychology. We emphasize that an Ecological Psychology that does not include developmental theory and research over the life span and across species is not a complete Ecological Psychology.
{"title":"Developmental Ecological Psychology: Changes in Organism-Environment Systems Over Time, Part I","authors":"C. Read, A. Szokolszky","doi":"10.1080/10407413.2018.1410404","DOIUrl":"https://doi.org/10.1080/10407413.2018.1410404","url":null,"abstract":"ABSTRACT This article introduces the first part of a 2-part Special Issue of Ecological Psychology dedicated to the enhancement of developmental ecological research and theory and to finding common ground with broader ecologically relationally oriented developmental science. The Special Issue has been motivated by the observation that Developmental Ecological Psychology is a still emerging core discipline that has much to offer both to Ecological Psychology and to other ecological-dynamical-relational approaches in developmental science. This introduction briefly reviews the 4 articles in the first part of the Special Issue and urges further theoretical and empirical work in the framework of Developmental Ecological Psychology. We emphasize that an Ecological Psychology that does not include developmental theory and research over the life span and across species is not a complete Ecological Psychology.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2018.1410404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47744479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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