An engaging and accessible introduction to the psychology and neuroscience of physical action. This engaging and accessible book offers the first introductory text on the psychology and neuroscience of physical action. Written by a leading researcher in the field, it covers the interplay of action, mind, and brain, showing that many core concepts in philosophy, psychology, neuroscience, and technology grew out of questions about the control of everyday physical actions. It explains action not as a “one-way street from stimuli to response” but as a continual perception-action cycle. The informal writing style invites students to think through the evidence step by step, helping them develop general thinking stills as well as learn specific facts. Special emphasis is placed on the role of underrepresented groups. The book discusses the intellectual background of the field, from Plato to Kant, Dewey, and others; applications and methods; and the physical substrates of action—bones, tendons, ligaments, muscles, and nerves. It considers the control of actions in space; learning, and the roles of nature and nurture; feedback; feedforward, or anticipated feedback; and degrees of freedom—the multiple ways of getting things done and three methods for narrowing the alternatives. The book is generously illustrated, including many images of thinkers who contributed to the field.
It become clear just how this sharing of experience is realised within the human brain. This text provides an accessible overview of mirror neurons, written by the man who first discovered them.
Many different processes will work, whatever facilitates self-discovery and creates new relationships simultaneously. ... demanding process. The principles and practices that are needed to teach children well should also apply to the ...
An argument that perception is something we do, not something that happens to us: not a process in the brain, but a skillful bodily activity.
Weiland, Liu, and Humayun, 2005; Dowling, 2009. Appendix C. Content-Addressable Memory 1 . Rumelhart and McClelland, 1986; Hertz, Krogh, and Palmer, 1991; Churchland and Sejnowski, 1994. 2 . McClelland and Rumelhart, 1986; Lakoff, ...
... movement initiated, and hence either subjects' judgements without TMS or their judgements with TMS were illusory. See H.C. Lau, RD. Rogers, and RE. Passingham 'Manipulating the experienced onset of intention after action execution', ...
Offers simple strategies to help students improve their memory and make their learning permanent.
Gaze characteristics of elite and near-elite athletes in ice hockey defensive tactics. ... Constraints on the development of coordination. ... Skill level and eye movement patterns in a sport orientated reaction time task.
Fully revised to respond to the Common Core and other timely developments, this indispensable guide builds the bridge from brain research to classroom practice.
This new book makes state-of-the-art research on the human mind accessible and exciting for a wide variety of readers. It covers the evolution of mind, examines the transitions from primate...
... Jerry Bruner, David Bryant, Stu Card, Daniel Casasanto, Roberto Casati, Juliet Chou, Eve Clark, Herb Clark, ... Ben Shneiderman, Ed Smith, Masaki Suwa, Holly Taylor, Herb Terrace, Anthony Wagner, Mark Wing-Davey, Jeff Zacks.