Key word "skill acquisition"

Publications Found: 18 · Show All Abstracts

Abrahamson D. & Trninic D. (2015) Bringing forth mathematical concepts: Signifying sensorimotor enactment in fields of promoted action. ZDM Mathematics Education 47(2): 295–306. Fulltext at https://cepa.info/6129
Brooks J. G. (1990) Teachers and students: Constructivists forging new connections. Educational Leadership 47(5): 68–71.
de Zeeuw G. (2013) Quality and Qualifications. Constructivist Foundations 9(1): 138–139. Fulltext at https://constructivist.info/9/1/138
Dreyfus H. (1996) The current relevance of Merleau-Ponty’s phenomenology of embodiment. Electronic Journal of Analytic Philosophy 4(Spring): 1. Fulltext at https://cepa.info/2901
Dreyfus H. (2002) Intelligence without representations – Merleau-Ponty’s critique of mental representation: The relevance of phenomenology to scientific explanation. Phenomenology and the Cognitive Sciences 1(4): 367–383.
Dreyfus H. L. (2002) Intelligence without representation – Merleau-Ponty’s critique of mental representation: The relevance of phenomenology to scientific explanation. Phenomenology and the Cognitive Sciences 1(4): 367–383. Fulltext at https://cepa.info/4592
Dreyfus H. L. & Dreyfus S. E. (1999) The challenge of Merleau-Ponty’s phenomenology of embodiment for cognitive science. In: Weiss G. & Haber H. F. (eds.) Perspectives on embodiment: The intersections of nature and culture. Routledge, New York: 103–120.
Franchi S. (2013) On Models, Simulations, and the Relevancy of Biochemistry to Cognitive Functions. Constructivist Foundations 9(1): 141–142. Fulltext at https://constructivist.info/9/1/141
Hutto D. D. & Sánchez-García R. (2015) Choking RECtified: Embodied expertise beyond Dreyfus. Phenomenology and the Cognitive Sciences 14(2): 309–331. Fulltext at https://cepa.info/5802
Hutto D. D., Kirchhoff M. D. & Abrahamson D. (2015) The enactive roots of STEM: Rethinking educational design in mathematics. Educational Psychology Review 27(3): 371–389. Fulltext at https://cepa.info/5075
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