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  1. Examining participatory sense-making frames: how autonomous patterns of being together emerge in recurrent social interaction.Mark M. James - 2021 - Dissertation, University College Dublin
    This thesis investigates how recurrent face-to-face social interactions engender relatively invariant patterns of being together that cause those who instantiate them to act in ways that support their reproduction. Existing accounts within both cognitive science and sociology offer important insights into the consideration of patterns of being together. However, given their explanatory strategies, they struggle to integrate both ‘social’ and ‘individual’ levels of explanation. Herein a compatibilist account is developed, intended as a ‘third way’ that obviates the limitations of existing (...)
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  • Shared Book-Reading in Early Childhood Education: Teachers’ Mediation in Children’s Communicative Development.Karina Cárdenas, Ana Moreno-Núñez & Edgardo Miranda-Zapata - 2020 - Frontiers in Psychology 11.
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  • Loving and knowing: reflections for an engaged epistemology.Hanne De Jaegher - 2019 - Phenomenology and the Cognitive Sciences 20 (5):847-870.
    In search of our highest capacities, cognitive scientists aim to explain things like mathematics, language, and planning. But are these really our most sophisticated forms of knowing? In this paper, I point to a different pinnacle of cognition. Our most sophisticated human knowing, I think, lies in how we engage with each other, in our relating. Cognitive science and philosophy of mind have largely ignored the ways of knowing at play here. At the same time, the emphasis on discrete, rational (...)
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  • Reading: How Readers Beget Imagining.Sarah Bro Trasmundi & Stephen J. Cowley - 2020 - Frontiers in Psychology 11.
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  • Structuring unleashed expression: Developmental foundations of human communication.Wiktor Rorot, Katarzyna Skowrońska, Ewa Nagórska, Konrad Zieliński, Julian Zubek & Joanna Rączaszek-Leonardi - 2023 - Behavioral and Brain Sciences 46:e13.
    The target article highlights the sources of open-endedness of human communication. However, the authors' perspective does not account for the structure of particular communication systems. To this end, we extend the authors' perspective, in the spirit of evolutionary extended synthesis, with a detailed account of the sources of constraints imposed upon expression in the course of child development.
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  • Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines.Iris Nomikou, Giuseppe Leonardi, Alicja Radkowska, Joanna Rączaszek-Leonardi & Katharina J. Rohlfing - 2017 - Frontiers in Psychology 8.
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  • (1 other version)Language-at all times.Iris Nomikou, Malte Schilling, Vivien Heller & Katharina J. Rohlfing - 2016 - Interaction Studies 17 (1):128-153.
    This article discusses the importance of social interaction for the development of the representations for symbolic communication. We suggest that there is no need to distinguish between different representational systems emerging at different stages of development. Instead, we propose that representations are rich right from the beginning of a child’s life, and that they are driven mainly by acting and interacting in the physical and social world. The more variety in a child’s interactional experience (i.e., synchrony, sequentiality, and prediction), the (...)
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  • Joint attention, relationalism, and individuation.Stefano Vincini - forthcoming - Philosophical Psychology.
    One of the main positions in the contemporary debate on joint attention is John Campbell’s relationalist account. This account has been welcomed as extremely promising in some strands of philosophy and cognitive science, but it has recently been subject to renewed criticism. In this paper, I take a sympathetic approach toward Campbell’s relationalism and I provide support for it by means of a naturalistic theory of the individuation of joint-attentional states. I start from examining some recent objections raised against Campbell’s (...)
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  • Playful teasing and the emergence of pretence.Vasudevi Reddy, Emma Williams & Alan Costall - 2022 - Phenomenology and the Cognitive Sciences 21 (5):1023-1041.
    The study of the emergence of pretend play in developmental psychology has generally been restricted to analyses of children’s play with toys and everyday objects. The widely accepted criteria for establishing pretence are the child’s manipulation of object identities, attributes or existence. In this paper we argue that there is another arena for pretending—playful pretend teasing—which arises earlier than pretend play with objects and is therefore potentially relevant for understanding the more general emergence of pretence. We present examples of playful (...)
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  • Rethinking Intrusiveness: Exploring the Sequential Organization in Interactions Between Infants and Mothers.Valentina Fantasia, Laura Galbusera, Corinna Reck & Alessandra Fasulo - 2019 - Frontiers in Psychology 10.
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  • Finding Structure in Time: Visualizing and Analyzing Behavioral Time Series.Tian Linger Xu, Kaya de Barbaro, Drew H. Abney & Ralf F. A. Cox - 2020 - Frontiers in Psychology 11:521451.
    The temporal structure of behavior contains a rich source of information about its dynamic organization, origins, and development. Today, advances in sensing and data storage allow researchers to collect multiple dimensions of behavioral data at a fine temporal scale both in and out of the laboratory, leading to the curation of massive multimodal corpora of behavior. However, along with these new opportunities come new challenges. Theories are often underspecified as to the exact nature of these unfolding interactions, and psychologists have (...)
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  • (1 other version)Language-at all times: Action and interaction as contexts for enriching representations.Iris Nomikou, Malte Schilling, Vivien Heller & Katharina J. Rohlfing - 2016 - Interaction Studies 17 (1):128-153.
    This article discusses the importance of social interaction for the development of the representations for symbolic communication. We suggest that there is no need to distinguish between different representational systems emerging at different stages of development. Instead, we propose that representations are rich right from the beginning of a child’s life, and that they are driven mainly by acting and interacting in the physical and social world. The more variety in a child’s interactional experience (i.e., synchrony, sequentiality, and prediction), the (...)
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  • An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.Katharina J. Rohlfing, Britta Wrede, Anna-Lisa Vollmer & Pierre-Yves Oudeyer - 2016 - Frontiers in Psychology 7.
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  • Developmental Changes in Locating Voice and Sound in Space.Emiko Kezuka, Sachiko Amano & Vasudevi Reddy - 2017 - Frontiers in Psychology 8.
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  • A new look at joint attention and common knowledge.Barbora Siposova & Malinda Carpenter - 2019 - Cognition 189 (C):260-274.
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  • Find the Hidden Object. Understanding Play in Psychological Assessments.Alessandra Fasulo, Janhavi Shukla & Stephanie Bennett - 2017 - Frontiers in Psychology 8.
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  • Coenhabiting Interpersonal Inter-Identities in Recurrent Social Interaction.Juan Manuel Loaiza & Mark M. James - 2020 - Frontiers in Psychology 11.
    We propose a view of identity beyond the individual in what we call interpersonal interidentities (IIIs). Within this approach, IIIs comprise collections of entangled stabilities that emerge in recurrent social interaction and manifest for those who instantiate them as relatively invariant though ever-evolving patterns of being (or more accurately, becoming) together. Herein, we consider the processes responsible for the emergence of these IIIs from the perspective of an enactive cognitive science. Our proposal hinges primarily on the development of two related (...)
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  • Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play.Vivien Heller & Katharina J. Rohlfing - 2017 - Frontiers in Psychology 8.
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  • An Interactive View on the Development of Deictic Pointing in Infancy.Katharina J. Rohlfing, Angela Grimminger & Carina Lüke - 2017 - Frontiers in Psychology 8.
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  • Alternative Object Use in Adults and Children: Embodied Cognitive Bases of Creativity.Alla Gubenko & Claude Houssemand - 2022 - Frontiers in Psychology 13.
    Why does one need creativity? On a personal level, improvisation with available resources is needed for online coping with unforeseen environmental stimuli when existing knowledge and apparent action strategies do not work. On a cultural level, the exploitation of existing cultural means and norms for the deliberate production of novel and valuable artifacts is a basis for cultural and technological development and extension of human action possibilities across various domains. It is less clear, however, how creativity develops and how exactly (...)
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  • Seeming autonomy, technology and the uncanny valley.Rasmus Gahrn-Andersen - 2022 - AI and Society 37 (2):595-603.
    This paper extends Mori’s (IEEE Robot Autom Mag 19:98–100, 2012) uncanny valley-hypothesis to include technologies that fail its basic criterion that uncanniness arises when the subject experiences a discrepancy in a machine’s human likeness. In so doing, the paper considers Mori’s hypothesis about the uncanny valley as an instance of what Heidegger calls the ‘challenging revealing’ nature of modern technology. It introduces seeming autonomy and heteronomy as phenomenological categories that ground human being-in-the-world including our experience of things and people. It (...)
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