Gibson's Theory of Perceptual Learning

Adolph, Karen E.; Kretch, Kari S.

doi:10.1016/b978-0-08-097086-8.23096-1

Cited by 59 publications

(50 citation statements)

References 37 publications

(58 reference statements)

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“…Our task manipulation did not require children to use qualitatively different strategies to perform the task, which might explain why we did not find any differences in Diversity. Adolph et al's (2015) examples for changes in the structure of behavior (i.e. clumsy and rigid steps of a new-walker vs. smooth and flexible steps of an adult walker) seem to be closer to the behavioral changes that children were required to make between episodes.…”

Section: Discussionmentioning

confidence: 89%

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Movers and shakers of cognition: Hand movements, speech, task properties, and variability

Jonge-Hoekstra¹,

Steen²,

Cox³

2019

Preprint

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Children move their hands to explore, learn and communicate about hands-on tasks. Their hand movements seem to be “learning” ahead of speech. Children shape their hand movements in accordance with spatial and temporal task properties, such as when they feel an object or simulate it’s movements. Their speech does not directly correspond to these spatial and temporal task properties, however. We aimed to understand whether and how hand movements’ are leading cognitive development due to their ability to correspond to spatiotemporal task properties, while speech is unable to do so. We explored whether hand movements’ and speech’s variability changed with a change in spatiotemporal task properties, using two variability measures: Diversity indicates adaptation, while Complexity indicates flexibility. In two experiments, we asked children (4-7 years) to predict and explain about balance scale problems, whereby we either manipulated the length of the balance scale or the mass of the weights after half of the trials. In three out of four conditions, we found a change in Complexity for both hand movements and speech between first and second half of the task. In one of these conditions, we found a relation between the differences in Complexity and Diversity of hand movements and speech. Changes in spatiotemporal task properties thus often influenced both hand movements’ and speech’s flexibility, but there seem to be differences in how they did so. We provided many directions for future research, to further unravel the relations between hand movements, speech, task properties, variability, and cognitive development.

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Section: Discussionmentioning

confidence: 89%

“…Affordances are an agent's possibilities for action in their (current) environment (Chemero, 2003;J. J. Gibson, 1966;Stoffregen, 2003; see also Adolph & Kretch, 2015). An example of such possibilities for action are the different ways in which a baby descends slopes with different angles, such as stepping, sliding, or going backwards .…”

Section: Discussionmentioning

confidence: 99%

Movers and shakers of cognition: Hand movements, speech, task properties, and variability

Jonge-Hoekstra¹,

Steen²,

Cox³

2019

Preprint

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“…Gibson, 1969) will take up the story where mine leaves off". E. J. Gibson believes that "ecological approach to perception is the proper starting place for a theory of perceptual learning and development" [72]. Indeed, in contrast to the main views of her time, she believes that the ambient arrays of light that arrive to the receptors are already structured and carry information related to the affordances of objects: the development corresponds to learning how to pick-up this information.…”

Section: Developmental Psychologymentioning

confidence: 99%

“…Through such exploration and learning, they start distinguishing actions from their consequences [100]. Observing the consequences of actions and relating these consequences to the visual and other properties of the objects leads to learning of object affordances [72]. After approximately 9 months of age, the infants start using learned affordances to achieve certain goals, predicting desired changes in the environment to achieve the goals, and executing the corresponding actions [101]- [103].…”

Section: Developmental Psychologymentioning

confidence: 99%

Affordances in Psychology, Neuroscience, and Robotics: A Survey

Jamone

Uğur

Cangelosi

et al. 2018

IEEE Trans. Cogn. Dev. Syst.

134

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The concept of affordances appeared in psychology during the late 60's as an alternative perspective on the visual perception of the environment. It was revolutionary in the intuition that the way living beings perceive the world is deeply influenced by the actions they are able to perform. Then, across the last 40 years, it has influenced many applied fields: e.g. design, human-computer interaction, computer vision, robotics. In this paper we offer a multidisciplinary perspective on the notion of affordances: we first discuss the main definitions and formalizations of the affordance theory, then we report the most significant evidence in psychology and neuroscience that support it, and finally we review the most relevant applications of this concept in robotics.

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“…Gibson points out that: "the reciprocity of organism and environment and the reciprocity of perception and action are both reflected in the concept of affordance" (Gibson, 2000, p. 295). So exploratory activity facilities and constraints perpetual learning (Adolph & Kretch, 2015).…”

Section: Affordance Properties Of a Child's Environmentmentioning

confidence: 99%

Exploring children’s agency in a designed atelier: A socio-material perspective

Cattaruzza

2018

Psihologija

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This paper aimed to explore the interplay between the socio-material configuration of a designed atelier and children's agency. Ateliers were designed for and utilized by children aged 8-11 years. The material properties of the atelier and the expressions of agency are analyzed as interdependent rather than dualistic elements. In this study, agency was distributed and emerged in relation to the socio-material environment. The paper concluded with reflections about pedagogical and research implications to adopt a socio-material approach.

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Gibson's Theory of Perceptual Learning

Cited by 59 publications

References 37 publications

Movers and shakers of cognition: Hand movements, speech, task properties, and variability

Movers and shakers of cognition: Hand movements, speech, task properties, and variability

Affordances in Psychology, Neuroscience, and Robotics: A Survey

Exploring children’s agency in a designed atelier: A socio-material perspective

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