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How children make sense of the world: A perceptual learning account

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University of Groningen

How children make sense of the world de Bordes, Pieter

DOI:

10.33612/diss.157936930

IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below.

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Publication date: 2021

Link to publication in University of Groningen/UMCG research database

Citation for published version (APA):

de Bordes, P. (2021). How children make sense of the world: A perceptual learning account. University of Groningen. https://doi.org/10.33612/diss.157936930

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1. Body and environment form an inseparable and synergic pair from which behaviour emerges. (this thesis) 2. The mentalistic nature attributed to infants when interacting socially with others might merely exist in the eye of the beholder. (this thesis) 3. Infants can perceive the intentions of others by attuning to the dynamical structure of the interaction that others have with their environment. (this thesis) 4. With experience, children perceive facial expressions as more context-specific. (this thesis) 5. Children’s understanding of a gear system consists of perception-action couplings that emerge though their interaction with such mechanisms. (this thesis) 6. Cognitive domains such as social competence or mathematical insight have a common ontogeny in perceptual learning. (this thesis) 7. The art of progress is to preserve order amid change and to

preserve change amid order. (Alfred North Whitehead). 8. You cannot step twice into the same stream. (after Heraclitus). 9. The more we know about what normal behaviour is, the less normal behaviour will appear to be.

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