|aMinnesota Symposium on Child Psychology|n(33rd :|d2002 :|cUniversity of Minnesota)
|aAction as an organizer of learning and development /|cedited by John J. Rieser, Jeffrey J. Lockman, Charles A. Nelson.
|aMahwah, N.J. :|bL. Erlbaum Associates,|c2005.
|axix, 388 p. :|bill. ;|c23 cm.
|aVolume 33 in the Minnesota symposia on child psychology
|aIncludes bibliographical references and index.
|apt. I. Using information to guide action. Tau in action in development / David N. Lee ; The development of prospective control in tracking a moving object / Claes von Hofsten ; Learning to learn in the development of action / Karen E. Adolph ; Information, representation, and dynamics : a discussion of the chapters by Lee, von Hofsten, and Adolph / William H. Warren -- pt. II. Object information, computational complexity, and constraints on action / Richard N. Aslin ; The benefits and costs of combining information between and within senses / Martin S. Banks ; Stats modules for babies! Computing conditional probabilities and weighted variance with rapid sampling : a discussion of the chapters by Aslin and Banks / Emily W. Bushnell -- pt. III. Active learning during early development. Evidence for and against a geometric module : the roles of language and action / Nora S. Newcombe ; Using dynamic field theory to conceptualize the interface of perception, cognition, and action / Esther Thelen and Virgil Whitmyer II ; Theory, methods, and models : a discussion of the chapters by Newcombe and Thelen & Whitmyer / Bennett I. Bertenthal -- pt. IV. Using representations to guide action. Using perceptual representations to guide reaching and looking / Rachel Keen ; The role of action in understanding and using environmental place representations / Lynn S. Liben ; Mental representations as explanatory constructs : a discussion of the chapters by Keen and Liben / Janellen Huttenlocher.