Quotes About Sensorimotor

someone's hand being poked with a needle, and subjects have an "isomorphic sensorimotor" response—hands tense in empathy. Among both whites and blacks, the response is blunted for other-race hands; the more the implicit racism, the more blunting. Similarly, among subjects of both races, there's more activation of the (emotional) medial PFC when considering misfortune befalling a member of their own race than of another race.

Furthermore, as shown with neuroimaging, when contemplating mouthwash versus soap, those who had just spoken a lie activated parts of the sensorimotor cortex related to the mouth (i.e., the subjects were more aware of their mouths at the time); those who had written the lie activated the cortical regions mapping onto their hand.

The learning and recall of motor-related activities rely on different brain structures, namely, the cerebellar hemispheres, the basal ganglia, and the sensorimotor cortices. The critical learning and recall required for a musical performance or for the practice of sports rely on such structures in close association with the hippocampal system.

The embodiment of mind leads us to a philosophy of embodied realism. Our concepts cannot be a direct reflection of external, objective, mind-independent reality because our sensorimotor system plays a crucial role in shaping them. On the other hand, it is the involvement of the sensorimotor system in the conceptual system that keeps the conceptual system very much in touch with the world.

In fact, within Piaget's developmental epistemology, sensorimotor intelligence development takes up a systematic place: It is the centerpiece that bridges biological and psychological development.

Piaget termed this action logic sensorimotor intelligence, and the three volumes on infancy "form one entity dedicated to the beginnings of intelligence, that is to say, to the various manifestations of sensorimotor intelligence and to the most elementary forms of expression" (OI, p. ix).

The issue is not whether Piaget's observations and experiments can be replicated; the issue is whether Piaget's method of assessing infant competencies (i.e., his reliance on sensorimotor action such as manual search) systematically underestimated infants' competencies.

In Piaget's developmental epistemology, sensorimotor intelligence serves as a bridge between biological functioning and rational thought.

Furthermore, biological functioning, sensorimotor intelligence, and rational thought are based on the same self-organizing processes (i.e., functional invariants).

For Piaget, the differentiation and coordination of sensorimotor schemes leads to the construction of increasingly complex relations between objects in the world (OI, p. 211).

The completion of sensorimotor development leads to a Copernican revolution (Piaget, 1970/1972a, p. 21; see Smith, 1987) in the sense that, for the infant, his own action is no longer the whole of reality and instead now becomes "one object among others in a space containing them all; and actions are related together through being coordinated by a subject who begins to be aware of himself as the source of actions" (Piaget, 1970/1972a, pp.

Top-down cortically mediated techniques typically use cognition to regulate affect and sensorimotor experience, focusing on meaning making and understanding. The entry point is the story, and the formulation of a coherent narrative is of prime importance. A linguistic sense of self is fostered this process, and experience changes through understanding