Extended skill learning

Baggs, Edward; Raja Galián, Vicente; Anderson, Michael L.

Publication:
Extended skill learning

dc.contributor.author	Baggs, Edward
dc.contributor.author	Raja Galián, Vicente
dc.contributor.author	Anderson, Michael L.
dc.contributor.department	Filosofía
dc.date.accessioned	2025-01-30T09:50:29Z
dc.date.available	2025-01-30T09:50:29Z
dc.date.issued	2020-08-14
dc.description	© 2020 Baggs, Raja and Anderson. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Published version of a Published Work that appeared in final form in Frontiers in Psychology. To access the final edited and published work see https://doi.org/10.3389/fpsyg.2020.01956	es
dc.description.abstract	Within the ecological and enactive approaches in cognitive science, a tension exists in how the process of skill learning is understood. Skill learning can be understood in a narrow sense, as a process of bodily change over time, or in an extended sense, as a change in the structure of the animal–environment system. We propose to resolve this tension by rejecting the first understanding in favor of the second. We thus defend an extended approach to skill learning. An extended understanding of skill learning views bodily changes as being embedded in a larger process of interaction between the organism and specific structures in the environment. Such an extended approach is committed to the claims that (1) the appropriate unit of analysis for understanding skill learning is not the body but the activity and (2) learning consists in the establishment and adaptive organization of enabling constraints on that activity. We focus on two example cases: maintaining upright posture and walking. In both cases, environmental structures play a constitutive role in the activity throughout learning, but the specific environmental structures that are involved in the activity change over time. At an early stage, the child makes use of an environmental “support”—for example, holding onto furniture to maintain upright posture. Later, once further constraints have been established, the child is able to let go of the furniture and remain upright. We argue that adopting an extended understanding of skill learning offers a promising strategy for unifying ecological and enactive approaches and can also potentially ground a radically embodied approach to higher cognition.	es
dc.format	application/pdf	es
dc.format.extent	10	es
dc.identifier.citation	Front. Psychol. 11:1956
dc.identifier.doi	https://doi.org/10.3389/fpsyg.2020.01956
dc.identifier.issn	Electronic: 1664-1078
dc.identifier.uri	http://hdl.handle.net/10201/149728
dc.language	eng	es
dc.publisher	Frontiers Media	es
dc.relation	This research was supported in part by a Canada Research Chair award to MA, grant number SSHRC 950-231929.	es
dc.relation.publisherversion	https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.01956/full	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Skill learning	es
dc.subject	Embodied cognition	es
dc.subject	Ecological psychology	es
dc.subject	Enactivism	es
dc.subject	Animal–environment system	es
dc.subject	Psychological explanation	es
dc.title	Extended skill learning	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es