1. English Theme 45 3.3-3.5 Date: Apr 24, 2007 Room: 8-405 Instructor: Mafuyu Kitahara Material: Thelen, E. (1995) “Time-scale dynamics and the development of an embodied cognition” in R. Port and T. van Gelder (eds.) Mind as motion, Cambridge: MIT Press

2. 3.3 Some background Traditional view Motor skill: necessary but uninteresting part Stagelike: rolling over, sit up, crawling, walking Reflects “AUTONOMOUS” development of brain Brain matures from codes in the genes Dualism: motor skill not part of the mind

3. 3.4 Piaget Another approach Thought grows from action Sensori-motor period: foundation of cognition Sucking, batting, looking, smiling… meaningful But, still dualism-like Cognition: designed to know the world World: symbolic, logical structures Body = low-level, bound, limited Mind = high-level, abstract, pure Baby = prisoners at the low-level

4. 3.5 Alternative to dualism No physical body involved Intelligent behavior separate from self materialist cognitivist objectivist embodied enactive background Grounded knowledge No separation of mind from body All is process, all is emergent Traditional, Piaget, DualismAlternative, growing, dynamic