Developmental Psychology: How Nature and Nurture Interact

Contents......Page 6
List of Figures......Page 12
Preface......Page 14
Acknowledgements......Page 16
Is there a problem?......Page 18
Interactionism without interactions......Page 20
The dichotomies remain......Page 21
Resistance to change......Page 22
The traditional view of psychological development......Page 23
The ecological, dynamic systems view......Page 25
Organization of the book......Page 28
Discussion points......Page 30
Natural selection......Page 31
The nature/nurture dichotomy......Page 33
The ontogenetic/phylogenetic dichotomy......Page 34
The mind/body dichotomy......Page 35
Other means of change......Page 36
Whose side are you on?......Page 38
Preformationist forms of explanation......Page 39
The pernicious function of preformation......Page 40
'Genes' or 'environments' as separate and sufficient causes?......Page 41
Regularity does not imply a regulator......Page 43
Phylogenetic or ontogenetic factors as separate and sufficient causes?......Page 44
Dissolving the organism/environment dichotomy......Page 45
Systems and relations......Page 46
Stable but changeable genes, stable but changeable environments......Page 47
The generation of generic forms: not a job for genetics......Page 49
Species-typical?......Page 53
Discussion points......Page 56
Internal and external structure: equal partners......Page 57
Types of interaction and the integration of nature and nurture revisited......Page 61
Selection of cognition and action ignores the origin or location of factors......Page 62
What is selected in natural selection?......Page 63
One: orientation to faces......Page 65
Two: disembedded mind or embedded robot......Page 76
Discussion points......Page 85
Main properties of dynamic systems......Page 86
A different view of causality......Page 90
Self-organization......Page 93
Collective variables (order parameters)......Page 94
Control parameters......Page 95
Control parameters and the production of levels of knowledge......Page 98
Types of attractors......Page 99
Changes at transitions......Page 103
How is skilled action possible?......Page 106
Dynamic systems and development......Page 107
So what does 'biological' mean?......Page 108
Discussion points......Page 110
Gibson's critique of traditional thinking......Page 111
Dynamic invariance......Page 112
Why invariance is critical......Page 118
Concepts are criteria: an infinite regress......Page 119
Empirical evidence against the 'cognitive' position......Page 120
The concept of affordance......Page 122
The continuity between perception, cognition and action......Page 123
Interactions between systems of different extensions of invariance......Page 124
How more generic systems interact with less......Page 130
Different levels of complexity in invariances......Page 133
Information is not invariance......Page 135
Defining information......Page 139
Discussion points......Page 141
Introduction......Page 142
Response to stimulation......Page 144
Newborn 'reflexes'?......Page 145
Summary of relevance of prenatal experience......Page 147
The powerful properties of 'primal' interactions......Page 148
Providing the conditions for learning......Page 149
Reducing the problem by reducing the solution space......Page 150
Coupling task demands to abilities: keeping problems simple......Page 152
Providing sensitivity to context......Page 154
Summary of hypotheses......Page 155
Discussion points......Page 156
Barn owl prey location......Page 157
Navigation by dead reckoning and learning......Page 158
Invariances involved in migration......Page 160
Responses to looming......Page 162
How bats learn to avoid obstacles......Page 164
Vervet monkey communication......Page 165
Changing form of locomotion after metamorphosis......Page 166
The role of experience in 'primal' interactions......Page 167
Duckling calls......Page 168
Seeing and hearing mother bird: the need for intermodal experience......Page 169
Reaching......Page 171
Intermodality......Page 173
Neonatal imitation......Page 176
How imitation occurs......Page 178
Knowledge of other minds?......Page 179
Smiling......Page 182
Using line of gaze as information for joint attention to objects......Page 183
'Motherese'......Page 185
'Motherese' in sign language......Page 186
Differential effects of different prosodic invariances......Page 187
Adults as sensitively contingent......Page 188
Infant episodes......Page 190
Differentiated scaffolding......Page 192
Infant play......Page 194
Only humans can utilize the interactive affordances on offer......Page 195
Primal perception of speech contrasts......Page 196
From sounds to words: relations between what can be directly perceived and what cannot......Page 197
Discussion points......Page 200
The primacy of concepts......Page 201
The dynamic systems response: stability versus sensitivity......Page 204
Varying assumptions......Page 206
An example from locomotion......Page 207
Forgetting context......Page 208
What is common and what is different in the views......Page 212
Uncoupling of representations and action: thinking as mental play......Page 214
Knowledge of the physical and social worlds: same or different?......Page 216
Two forms of invariance......Page 217
Scaffolding as social......Page 223
Looking back......Page 224
General questions......Page 226
B......Page 228
C......Page 229
D......Page 231
G......Page 233
I......Page 234
M......Page 235
P......Page 236
S......Page 238
W......Page 239
References......Page 240
B......Page 260
D......Page 261
G......Page 262
L......Page 263
P......Page 264
S......Page 265
Z......Page 266