24,095 research outputs found
Neural development and sensorimotor control
What is the relationship between development of the nervous system and the emergence of voluntary motor behavior? This is the central question of the nature-nurture discussion that has intrigued child psychologists and pediatric neurologists for decades. This paper attempts to revisit this issue. Recent empirical evidence on how infants acquire multi-joint coordination and how children learn to adapt to novel force environments will be discussed with reference to the underlying development of the nervous system. The claim will be made that the developing human nervous system by no means constitutes an ideal controller. However, its redundancy, its ability to integrate multi-modal sensory information and motor commands and its facility of time-critical neural plasticity are features that may prove to be useful for the design of adaptive robots
The Role of Ontogeny in the Evolution of Human Cooperation
To explain the evolutionary emergence of uniquely human skills and motivations for cooperation, Tomasello et al. (2012, in Current Anthropology 53(6):673â92) proposed the interdependence hypothesis. The key adaptive context in this account was the obligate collaborative foraging of early human adults. Hawkes (2014, in Human Nature 25(1):28â48), following Hrdy (Mothers and Others, Harvard University Press, 2009), provided an alternative account for the emergence of uniquely human cooperative skills in which the key was early human infantsâ attempts to solicit care and attention from adults in a cooperative breeding context. Here we attempt to reconcile these two accounts. Our composite account accepts Hrdyâs and Hawkesâs contention that the extremely early emergence of human infantsâ cooperative skills suggests an important role for cooperative breeding as adaptive context, perhaps in early Homo. But our account also insists that human cooperation goes well beyond these nascent skills to include such things as the communicative and cultural conventions, norms, and institutions created by later Homo and early modern humans to deal with adult problems of social coordination. As part of this account we hypothesize how each of the main stages of human ontogeny (infancy, childhood, adolescence) was transformed during evolution both by infantsâ cooperative skills âmigrating upâ in age and by adultsâ cooperative skills âmigrating downâ in age
Ongoing Emergence: A Core Concept in Epigenetic Robotics
We propose ongoing emergence as a core concept in
epigenetic robotics. Ongoing emergence refers to the
continuous development and integration of new skills
and is exhibited when six criteria are satisfied: (1)
continuous skill acquisition, (2) incorporation of new
skills with existing skills, (3) autonomous development
of values and goals, (4) bootstrapping of initial skills, (5)
stability of skills, and (6) reproducibility. In this paper
we: (a) provide a conceptual synthesis of ongoing
emergence based on previous theorizing, (b) review
current research in epigenetic robotics in light of ongoing
emergence, (c) provide prototypical examples of ongoing
emergence from infant development, and (d) outline
computational issues relevant to creating robots
exhibiting ongoing emergence
Jointly structuring triadic spaces of meaning and action:book sharing from 3 months on
This study explores the emergence of triadic interactions through the example of book sharing. As part of a naturalistic study, 10 infants were visited in their homes from 3-12 months. We report that (1) book sharing as a form of infant-caregiver-object interaction occurred from as early as 3 months. Using qualitative video analysis at a micro-level adapting methodologies from conversation and interaction analysis, we demonstrate that caregivers and infants practiced book sharing in a highly co-ordinated way, with caregivers carving out interaction units and shaping actions into action arcs and infants actively participating and co-ordinating their attention between mother and object from the beginning. We also (2) sketch a developmental trajectory of book sharing over the first year and show that the quality and dynamics of book sharing interactions underwent considerable change as the ecological situation was transformed in parallel with the infants' development of attention and motor skills. Social book sharing interactions reached an early peak at 6 months with the infants becoming more active in the coordination of attention between caregiver and book. From 7-9 months, the infants shifted their interest largely to solitary object exploration, in parallel with newly emerging postural and object manipulation skills, disrupting the social coordination and the cultural frame of book sharing. In the period from 9-12 months, social book interactions resurfaced, as infants began to effectively integrate object actions within the socially shared activity. In conclusion, to fully understand the development and qualities of triadic cultural activities such as book sharing, we need to look especially at the hitherto overlooked early period from 4-6 months, and investigate how shared spaces of meaning and action are structured together in and through interaction, creating the substrate for continuing cooperation and cultural learning
Beyond Gazing, Pointing, and Reaching: A Survey of Developmental Robotics
Developmental robotics is an emerging field located
at the intersection of developmental psychology
and robotics, that has lately attracted
quite some attention. This paper gives a survey of
a variety of research projects dealing with or inspired
by developmental issues, and outlines possible
future directions
Emerging Linguistic Functions in Early Infancy
This paper presents results from experimental
studies on early language acquisition in infants and
attempts to interpret the experimental results within
the framework of the Ecological Theory of
Language Acquisition (ETLA) recently proposed
by (Lacerda et al., 2004a). From this perspective,
the infantâs first steps in the acquisition of the
ambient language are seen as a consequence of the
infantâs general capacity to represent sensory input
and the infantâs interaction with other actors in its
immediate ecological environment. On the basis of
available experimental evidence, it will be argued
that ETLA offers a productive alternative to
traditional descriptive views of the language
acquisition process by presenting an operative
model of how early linguistic function may emerge
through interaction
On the notion of motor primitives in humans and robots
This article reviews two reflexive motor patterns in
humans: Primitive reflexes and motor primitives. Both
terms coexist in the literature of motor development
and motor control, yet they are not synonyms. While
primitive reflexes are a part of the temporary motor
repertoire in early ontogeny, motor primitives refer to
sets of motor patterns that are considered basic units of
voluntary motor control thought to be present
throughout the life-span. The article provides an
overview of the anatomy and neurophysiology of
human reflexive motor patterns to elucidate that both
concepts are rooted in architecture of the spinal cord. I
will advocate that an understanding of the human
motor system that encompasses both primitive reflexes
and motor primitives as well as the interaction with
supraspinal motor centers will lead to an appreciation
of the richness of the human motor repertoire, which in
turn seems imperative for designing epigenetic robots
and highly adaptable human machine interfaces
Would humans without language be apes?
The bedrock of comparative psychology of cognition, especially where nonhuman primates are concerned, rests on Darwin's famous account according to which continuity would be the main trait leading from the animal to the human mind. This idea was popularized through the statement in which Darwin postulated only quantitative differences between humans and the other species, namely "the difference in mind between man and the higher animals, great as it is, certainly is one of degree and not of kind" (Darwin, 1871, p. 128)..
We can work it out: an enactive look at cooperation
The past years have seen an increasing debate on cooperation and its unique human character. Philosophers and psychologists have proposed that cooperative activities are characterized by shared goals to which participants are committed through the ability to understand each otherâs intentions. Despite its popularity, some serious issues arise with this approach to cooperation. First, one may challenge the assumption that high-level mental processes are necessary for engaging in acting cooperatively. If they are, then how do agents that do not possess such ability (preverbal children, or children with autism who are often claimed to be mind-blind) engage in cooperative exchanges, as the evidence suggests? Secondly, to define cooperation as the result of two de-contextualized minds reading each otherâs intentions may fail to fully acknowledge the complexity of situated, interactional dynamics and the interplay of variables such as the participantsâ relational and personal history and experience. In this paper we challenge such accounts of cooperation, calling for an embodied approach that sees cooperation not only as an individual attitude toward the other, but also as a property of interaction processes. Taking an enactive perspective, we argue that cooperation is an intrinsic part of any interaction, and that there can be cooperative interaction before complex communicative abilities are achieved. The issue then is not whether one is able or not to read the otherâs intentions, but what it takes to participate in joint action. From this basic account, it should be possible to build up more complex forms of cooperation as needed. Addressing the study of cooperation in these terms may enhance our understanding of human social development, and foster our knowledge of different ways of engaging with others, as in the case of autism
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