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  1. Concurrent Cognitive Task Modulates Coordination Dynamics.Geraldine L. Pellecchia, Kevin Shockley & M. T. Turvey - 2005 - Cognitive Science 29 (4):531-557.
    Does a concurrent cognitive task affect the dynamics of bimanual rhythmic coordination? In‐phase coordination was performed under manipulations of phase detuning and movement frequency and either singly or in combination with an arithmetic task. Predicted direction‐specific shifts in stable relative phase from 0° due to detuning and movement frequency were amplified by the cognitive task. Nonlinear cross‐recurrence analysis suggested that this cognitive influence on the locations of the stable points or attractors of coordination entailed a magnification of attractor noise without (...)
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  • A computational theory of executive cognitive processes and multiple-task performance: Part I. Basic mechanisms.David E. Meyer & David E. Kieras - 1997 - Psychological Review 104 (1):3-65.
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  • The emulation theory of representation: Motor control, imagery, and perception.Rick Grush - 2004 - Behavioral and Brain Sciences 27 (3):377-396.
    The emulation theory of representation is developed and explored as a framework that can revealingly synthesize a wide variety of representational functions of the brain. The framework is based on constructs from control theory (forward models) and signal processing (Kalman filters). The idea is that in addition to simply engaging with the body and environment, the brain constructs neural circuits that act as models of the body and environment. During overt sensorimotor engagement, these models are driven by efference copies in (...)
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  • Modeling Parallelization and Flexibility Improvements in Skill Acquisition: From Dual Tasks to Complex Dynamic Skills.Niels Taatgen - 2005 - Cognitive Science 29 (3):421-455.
    Emerging parallel processing and increased flexibility during the acquisition of cognitive skills form a combination that is hard to reconcile with rule‐based models that often produce brittle behavior. Rule‐based models can exhibit these properties by adhering to 2 principles: that the model gradually learns task‐specific rules from instructions and experience, and that bottom‐up processing is used whenever possible. In a model of learning perfect time‐sharing in dual tasks (Schumacher et al., 2001), speedup learning and bottom‐up activation of instructions can explain (...)
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  • Six Views of Embodied Cognition.Margaret Wilson - 2002 - Psychonomic Bulletin and Review 9 (4):625--636.
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  • Grounded cognition.Lawrence Barsalou - 2008 - Annual Review of Psychology 59:617–45.
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