We explore relationships between phenomenology and developmental psychology through an in-depth analysis of a particular problem in social cognition: the most fundamental access to other minds. In the first part of the paper, we examine how developmental science can benefit phenomenology. We explicate the connection between cognitive psychology and developmental phenomenology as a form of constructive phenomenological psychology. Nativism in contemporary science constitutes a strong impulse to conceive of the possibility of an innate ability to perceive others’ mental states, an (...) idea which also has a transcendental implication. In the second part, we consider how phenomenology can contribute to developmental science. Phenomenology can go beyond the necessary evaluation and reinterpretation of experimental results. Some phenomenological notions and theories can be put forward on a par with alternative cognitive-psychological models and compete with them on grounds of empirical adequacy. For example, Husserl and Merleau-Ponty’s notion of pairing can constitute a viable account of how infants access other minds. We outline a number of ways in which this account can be tested and can thus contribute to generating empirical knowledge. (shrink)

Research into robotic social learning, especially that concerned with imitation, often focuses at differing ends of a spectrum from observational learning at one end to following or matched-dependent behaviour at the other. We study the implications and differences that arise when carrying out experiments both at the extremes and within this spectrum. Physical Khepera robots with minimal sensory capabilities are used, and after training, experiments are carried out where an imitating robot perceives the dynamic movement behaviours of another model robot (...) carrying a light source. It learns the movement behaviour of the model by either statically observing the model, dynamically observing the model or by following the model. It finally re-enacts the learnt behaviour. We compare the results of these re-enactments and illustrate the differences and trade-offs that arise between static observational and reactive following learning methods. We also consider circumstances where, for this robotic embodiment, dynamic observation has both advantages and disadvantages when compared to static observation. We conclude by discussing the implications that arise from using and combining these types of social learning. (shrink)