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| Series Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| The Nature of Development: A Dynamic Approach | |
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| Lessons from Learning to Walk | |
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| Learning to Walk: The Views from Above | |
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| Deficiencies of Single-Cause Explanations | |
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| Central Pattern Generators and Locomotion | |
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| Learning to Walk: A Confrontation with More Data | |
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| Deconstructing Developmental Stages | |
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| Locomotor Development in the Bullfrog | |
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| Locomotor Development in the Chick | |
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| Locomotor Development in the Cat | |
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| Note | |
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| The Crisis in Cognitive Development | |
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| Piaget: The View from Above | |
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| The View from Below: Transitive Inference Making | |
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| Competence versus Performance | |
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| Nativism | |
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| What Is Continuity? | |
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| What Does Innate Mean? | |
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| Modularity | |
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| Human Information Processing | |
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| Connectionism | |
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| Teleology: Beyond the End-state in Developmental Theory | |
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| Conclusion | |
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| Dynamic Systems: Exploring Paradigms for Change | |
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| The Behavior of Dynamic Systems: An Overview | |
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| Principles of Dynamic Systems | |
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| Complexity and Systems Far from Thermal Equilibrium | |
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| Self-organizing Systems | |
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| Dynamic Stability and Attractors | |
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| Phase Shifts: How Dynamic Systems Change States | |
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| Fluctuations and Transitions: Unpacking Processes of Change | |
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| The Importance of Time Scale Relations | |
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| A Note on "Noise" | |
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| A Further Note on Stability | |
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| Summary | |
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| Note | |
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| Dynamic Principles of Development: Reinterpreting Learning to Walk | |
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| Overview | |
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| A Note on Time Scales of Emergent Action | |
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| Dynamic Principles of Action | |
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| The Contributions of Bernstein | |
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| Energetic Aspects of Movement | |
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| Self-organization in Real Time: Spontaneous Infant Kicking | |
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| Moving Between Time Scales: From Action to Development | |
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| Development as Evolving and Dissolving Attractors | |
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| A New Role for Variability in Development | |
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| Ontogenetic Changes in Infant Leg Movements | |
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| The Disappearance of Newborn Stepping | |
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| Coordination and Control of Infant Kicking: Dynamic Changes | |
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| Entraining the Intrinsic Dynamics to the Environment: Treadmill-elicitedStepping in Infants | |
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| The Development of Treadmill Stepping: Mapping the Dynamics of Change | |
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| The Role of the Individual in a Dynamic Systems Approach | |
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| Operationalizing Dynamic Principles to Understand the Ontogeny ofTreadmill Stepping | |
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| Identifying the Collective Variable of Interest | |
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| Characterizing the Behavioral Attractor States | |
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| Describing the Dynamic Trajectory of the Collective Variable | |
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| Identifying Points of Transition | |
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| Exploiting the Instabilities at Transitions to Identify Potential ControlParameters | |
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| Manipulating the Putative Control Parameters to Experimentally Generate Phase Transitions | |
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| Integrating Dynamic Accounts at Many Levels of Analysis | |
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| A Dynamic Account of Learning to Walk: The Ontogenetic Landscape | |
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| Seeking Mechanisms of Change | |
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| Dynamics of Neural Organization and Development | |
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| Explanation and Mechanism | |
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| Dynamic Organization of the Brain | |
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| Dynamics of Perception: Olfaction in the Rabbit | |
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| Dynamics of Movement: Neural Control of Reaching | |
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| Dynamics of Change: Experience-driven Plasticity in the Adult Brain | |
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| Time-locked Dynamic Processes in the Visual Cortex | |
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| The Theory of Neuronal Group Selection | |
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| Perceptual Categorization and the Origins of Behavior | |
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| Development by Selection | |
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| The Anatomical Bases and Functions of Neural Diversity | |
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| Variability in the Structure of the Nervous System | |
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| The Creation of Diversity in Neuroembryology | |
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| Development of the Primary Repertoire | |
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| Dynamic Processes in the Early Embryo | |
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| The Role of the Cell Surface in Morphogenesis | |
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| Cellular Processes of Neural Development | |
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| The Relation between Neurogenesis, Mapping, and Behavior: Moving toPerception and Action | |
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| Note | |
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| Categories and Dynamic Knowledge | |
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| Philosophy versus Biology | |
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| Philosophical Categories | |
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| Biological Categories | |
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| Categories that Teach Themselves--A Computer Model | |
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| Developing Definitions of Objects | |
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| The Importance of Motion | |
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| A Dynamic Systems Account | |
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| Cognitive Momentum | |
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| What Is a Category? | |
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| Development as the Dynamic Selection of Categories | |
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| The Dynamics of Selection in Human Infants | |
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| The Unity of Perception | |
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| Intermodal Integration in Infants | |
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| Movement as Perception: The Critical Role of Movement in Development | |
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| The Central Role of Movement in the Development of Perception andCognition | |
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| Self-produced Locomotion | |
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| Other Motor Skills as Control Parameters | |
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| Development in the Absence of a Perceptual Modality | |
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| Dynamic Memory: From Learning to Development | |
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| Experimental Studies of Infant Learning and Memory | |
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| Developmental Changes in Memory | |
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| Note | |
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| Dynamics and the Origins of Knowledge | |
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| The Context-Specific Origin of Knowledge | |
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| Global Structure-Local Variability: The Integration of Time Scales | |
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| Learning About Slopes | |
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| Knowing What Is Possible | |
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| Possible and Impossible Events | |
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| Knowing Carts Can't Go Through Boxes | |
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| Developing Multiple Attractors | |
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| Jumping Between Global Structures: Novel Word Interpretations | |
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| Context and Competence | |
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| Knowledge from Action: Exploration and Selection in Learning to Reach | |
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| Learning to Reach: The Nature of the Task | |
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| Learning to Reach: A Dynamic Approach | |
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| The Transition to Reaching | |
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| Adult Reaching | |
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| Gabriel: From Flapping to Reaching | |
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| Hannah: Solving a Gravity Problem | |
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| Reaching Onset: The Discovery of a New Form | |
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| Matching Intention and Intrinsic Dynamics | |
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| Action as an Emergent Category | |
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| Nathan: Exploration and Selection over the First Year | |
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| Knowledge from Action and Action from Knowledge | |
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| Real Time, Developmental Time, and Knowing: Explaining the A-Not-B Error | |
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| The A-Not-B Error | |
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| Context Effects | |
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| The Data to Be Explained | |
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| A Systems Account | |
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| Explaining the Context Dependencies in Eight-month-old Performances | |
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| The What System--Perceiving the Static Properties of Objects | |
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| The Looking System | |
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| The Reaching System | |
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| Trajectories--Eight-month-olds, Standard Condition, No Delay | |
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| Explanation of Eight-month-olds' Behavior in the Standard Task | |
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| Eight-month-olds and Distinctive Containers | |
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| Eight-month-olds and Multiple Hiding Locations | |
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| Evaluation of the Account of Eight-month-old Infants' Search Behavior | |
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| Development: Putting Real Time and Developmental Time Together | |
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| Maturation or Development? | |
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| What Is Knowing? | |
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| Hard Problems: Toward a Dynamic Cognition | |
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| Motivation: Where Does It All Come from? | |
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| Rethinking Motivation | |
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| Motivation and the Dynamic Landscape | |
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| Toward an Affective Cognition | |
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| Kurt Lewin Rediscovered | |
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| The Origins of an Embodied Cognition | |
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| A Developmental Account of Force Embodiment | |
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| Toward a Social Embodiment of Knowledge | |
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| Talking and Perceiving: An Interactive Cognition | |
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| Symbolic Thought in a Dynamic Cognition | |
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| Paradigm Shifts | |
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| Epilogue | |
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| References | |
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| Author Index | |
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| Subject Index | |