Key word "sensory-motor"

Publications Found: 23 · Show All Abstracts

Amamou Y. & Stewart J. (2007) Modelling enactive interaction with a perceptual supplementation device. [Representations: External memory and technical artefacts] In: Proceedings of the 4th international conference on enactive interfaces (ENACTIVE/07). Association ACROE, Grenoble: 33–36. Fulltext at https://cepa.info/7201
Auvray M., Lenay C. & Stewart J. (2009) Perceptual interactions in a minimalist virtual environment. New Ideas in Psychology 27: 32–47. Fulltext at https://cepa.info/478
Cobb P. (1990) A constructivist perspective on information-processing theories of mathematical activity. [Representations: External memory and technical artefacts] International Journal of Educational Research 14(1): 67–92.
Cobb P. (1994) Guest editorial. [Representations: External memory and technical artefacts] Educational Studies in Mathematics 26(2/3): 105–109.
Dibitonto D. (2014) No non-sense without imagination: Schizophrenic delusion as reified imaginings unchallengeable by perception. In: Cappuccio M. & Froese T. (eds.) Enactive cognition at the edge of sense-making: Making sense of non-sense. Palgrave Macmillan, Houndmills: 181–203.
Gallagher S. & Bower M. (2014) Making enactivism even more embodied. Avant 5(2): 232–247. Fulltext at https://cepa.info/4495
Gallagher S. & Lindgren R. (2015) Enactive metaphors: Learning through full body engagement. Educational Psychology Review 27: 391–404. Fulltext at https://cepa.info/6847
Gallagher S. & Miyahara K. (2012) Neo-pragmatism and enactive intentionality. In: Schulkin J. (ed.) Action, perception and the brain: Adaptation and cephalic expression. Palgrave Macmillan, London: 117–146. Fulltext at https://cepa.info/7355
Glasersfeld E. von (1985) Representation and deduction. In: Streefland L. (ed.) Proceedings of the 9th International Conference on Psychology of Mathematics Education, Vol. 1. Utrecht, The Netherlands: State University. Fulltext at https://cepa.info/1381
Glasersfeld E. von (1992) A constructivist approach to experiential foundations of mathematical concepts. In: Hills S. (ed.) History and philosophy of science in science education. Queen’s University, Kingston: 551–571. Fulltext at https://cepa.info/1433
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