The Sensorimotor Approach in CoSy: The Example of Dimensionality Reduction

Philipona, David; Ο’Regan, J. Kevin

doi:10.1007/978-3-642-11694-0_3

Cited by 4 publications

(4 citation statements)

References 49 publications

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“…The goal of the reduction should be, generically, not to boil the information down to a single dimension, but rather to discover the typically few intrinsic dimensions of interest in the typically high-dimensional data set (Edelman, 1999;O'Regan et al, 2004;Philipona and O'Regan, 2010).…”

Section: The Buck Stops Herementioning

confidence: 99%

The problem of multimodal concurrent serial order in behavior

Kolodny

Edelman

2015

Neuroscience & Biobehavioral Reviews

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Section: The Buck Stops Herementioning

confidence: 99%

The problem of multimodal concurrent serial order in behavior

Kolodny

Edelman

2015

Neuroscience & Biobehavioral Reviews

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“…This situation is confirmed by the paucity of models examining the main tenets of the theory. Some of the few existing models are rather abstract and focus almost exclusively on the problem of extracting the proper dimensionality of the interaction space of an agent (Philipona et al, 2003; Philipona and O’Regan, 2010). Others focus more directly on robotic applications and assume a probabilistic, discrete-time interpretation of SMCs (Maye and Engel, 2011).…”

Section: What Exactly Is a Sensorimotor Contingency?mentioning

confidence: 99%

A Dynamical Systems Account of Sensorimotor Contingencies

Bührmann¹,

Paolo²,

Barandiaran³

2013

Front. Psychol.

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According to the sensorimotor approach, perception is a form of embodied know-how, constituted by lawful regularities in the sensorimotor flow or in sensorimotor contingencies (SMCs) in an active and situated agent. Despite the attention that this approach has attracted, there have been few attempts to define its core concepts formally. In this paper, we examine the idea of SMCs and argue that its use involves notions that need to be distinguished. We introduce four distinct kinds of SMCs, which we define operationally. These are the notions of sensorimotor environment (open-loop motor-induced sensory variations), sensorimotor habitat (closed-loop sensorimotor trajectories), sensorimotor coordination (reliable sensorimotor patterns playing a functional role), and sensorimotor strategy (normative organization of sensorimotor coordinations). We make use of a minimal dynamical model of visually guided categorization to test the explanatory value of the different kinds of SMCs. Finally, we discuss the impact of our definitions on the conceptual development and empirical as well as model-based testing of the claims of the sensorimotor approach.

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“…To achieve a dynamic balance, we borrow the concept of attentional anchors that contribute to the effective motor control of conceptual stabilization. Sensorimotor contingencies maximize the structural and functional coupling from a progressive decrease in sensory variety, which through attention anchors allows capturing the emerging understanding product of self-organization that leads to conceptual stability (Philipona and O'Regan, 2010).…”

Section: An Enactive and Ecological Continuummentioning

confidence: 99%

From STEM to STEAM: An Enactive and Ecological Continuum

2021

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STEM and STEAM education promotes the integration between science, technology, engineering, mathematics, and the arts. The latter aims at favoring deep and collaborative learning on students, through curricular integration in K-12 science education. The enactive and ecological psychology approach to education puts attention on the role of the teacher, learning context and socio-cultural environment in shaping lived learning experiences. The approach describes education as a process of embodied cognitive assemblage of guided perception and action. The latter process depends on the interaction of learners with digital and/or analogue learning affordances existing within the socio-technological environment. This article proposes that the scope of an enactive-ecological approach can be extended to the domain of learning science, technology, engineering, arts, and mathematics (STEAM), especially when it comes to understanding deep roots of the learning process. We first present an exhaustive literature review regarding the foundations of both the enactive and the ecological learning theories, along with their differences and key similarities. We then describe the fundamentals and latest research advances of an integrated STEAM pedagogy, followed by the notion of mixed reality (XR) as an emerging educational technology approach, offering an understanding of its current foundations and general disposition on how to understand digital immersion from ecological psychology. Next, we propose a systems theoretical approach to integrate the enactive-ecological approach in STEAM pedagogy, framed in the Santiago school of cognition attending to the interactive dynamics occurring between learners and their interaction with learning affordances existing within their educational medium, establishing that sensorimotor contingencies and attentional anchors are important to restrict sensory variety and stabilize learning concepts. Finally, we consider two empirical studies, one from Chile and the other from New Zealand, in which we demonstrate how the enactive-ecological approach built upon a systems theory perspective can contribute to understanding the roots of STEAM learning and inform its learning design.

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The Sensorimotor Approach in CoSy: The Example of Dimensionality Reduction

Cited by 4 publications

References 49 publications

The problem of multimodal concurrent serial order in behavior

The problem of multimodal concurrent serial order in behavior

A Dynamical Systems Account of Sensorimotor Contingencies

From STEM to STEAM: An Enactive and Ecological Continuum

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