Action as an Organizer of Learning and Development: Volume 33 in the Minnesota Symposium on Child Psychology Series (Hardcover)

Contents: Preface. Part I: Using Information to Guide Action. D.N. Lee, Tau in Action and Development. C. von Hofsten, The Development of Prospective Control in Tracking a Moving Object. K.E. Adolph, Learning to Learn in the Development of Action. W.H. Warren, Information, Representation, and Dynamics: A Discussion of the Chapters by Lee, von Hofsten, and Adolph. Part II: Computational Complexity and the Integration of Information. R.N. Aslin, Object Information, Computation Complexity, and Constraints on Action. M.S. Banks, The Benefits and Costs of Combining Information Between and Within Senses. E.W. Bushnell, Stats Modules for Babies! Computing Conditional Probabilities and Weighted Variance With Rapid Sampling: A Discussion of the Chapters by Aslin and Banks. Part III: Active Learning During Early Development. N.S. Newcombe, Evidence for and Against a Geometric Module: The Roles of Language and Action. E. Thelen, V. Whitmyer II, Using Dynamic Field Theory to Conceptualize the Interface of Perception, Cognition, and Action. B.I. Bertenthal, Theory, Methods, and Models: A Discussion of the Chapters by Newcombe, and Thelen and Whitmyer. Part IV: Using Representations to Guide Action. R. Keen, Using Perceptual Representations to Guide Reaching and Looking. L.S. Liben, The Role of Action in Understanding and Using Environmental Place Representations. J. Huttenlocher, Mental Representations as Explanatory Constructs: A Discussion of the Chapters by Keen and Liben.