The dynamics of embodiment: A field theory of infant perseverative reaching

By E. Thelen, Gregor Schöner, Christian Scheier, Linda B. Smith. Behavioral and Brain Sciences, 2001

951 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ed284b6db36d9a1f77d6ccf8f11196a24d1865fc

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Citations in the corpus

The Feeling Body: Toward an Enactive Approach to Emotion (2007, background): “According to Thelen, Schoner, Scheier & Smith (2001) and”
Taking Emergence Seriously: The Centrality of Circular Causality for Dynamic Systems Approaches to Development (2011, background): “307), as Thelen and Smith [2006] exclaimed, but just as important is an understanding that the system is organized all the way down and all the way up.”
What does theoretical neuroscience have to offer the study of behavioral development?:Insights from a dynamic field theory of spatial cognition (2007, background): “Such distortions in short-term memory toward information in long-term memory are often referred to as experience-dependent category biases (for related effects, see Schutte et al., 2003; Smith et al., 1999; Spencer, Smith, & Thelen, 2001; Thelen et al., 2001).”
Connectionist models of development (2003, methodology): “For comparison, in the model of Thelen et al. (2001), there is an external control variable that changes as a function of development, thereby changing the tendency of traces of immediately preceding activations to persist.”
Handbook of Research and Policy in Art Education (2004, background): “Nor does the compromise position, so often trotted out, of “interaction between nature and nurture,” resolve these problems (Thelen et al., 2000; Thelen & Smith, 1994), because it perpetuates a false dichotomy between what are presumed to be two separate processes, supposedly joined together (in a b”
Neural mechanisms for interacting with a world full of action choices. (2010, background): “Nevertheless, theories of embodied cognition have suggested, following Piaget, that cognitive abilities may have evolved within the context of ancestral abilities for interacting with the world (Hendriks-Jansen 1996, Pezzulo & Castelfranchi 2009, Powers 1973, Thelen et al. 2001, Toates 1998).”
Executive function in the first three years of life: precursors, predictors and patterns (2016, methodology): “Task-specific switch costs have been explained by two influential models: Parallel Distributed Processing (Munakata, 1998) and Dynamic Field Theory (Buss, Wifall, & Hazeltine, 2016; Thelen et al., 2001).”
Dynamic Systems Theories (2007, background): “We offer a formal theory, the dynamic field model (Thelen et al., 2001) to explain how the A-not-B error is the emergent product of multiple causes interacting over nested timescales.”
Constructing an understanding of mind: The development of children's social understanding within social interaction (2004, result): “There are other positions such as Thelen and Smith’s (1994; Thelen et al. 2001) dynamic systems approach that are consistent in many ways with the approach we take.”
Word learning emerges from the interaction of online referent selection and slow associative learning (2012, background): “…whereas developmental-time learning processes involve changes in knowledge , that is, associations between words and objects (Harm & Seidenberg, 1999; McMurray, Horst, et al., 2009; Munakata & McClelland, 2003; Munakata et al., 1997; Smith et al., 1999; Spencer et al., 2009; Thelen et al., 2001).”
The enactive mind, or from actions to cognition: lessons from autism. (2003, background): “In infancy research, a wide range of phenomena, from haptic and depth perception (Bushnell & Boudreau 1993) to Piagetian milestones (Thelen et al. 2001) have began to characterize developmental skills as ‘perception-for-action’ systems, while neuroimaging studies have shown overlapping brain circuit”