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Proceedings 2017, 1(3), 181; doi:10.3390/IS4SI-2017-04100

Models at Play: Using Dynamic Field Theory to Understand Looking and Learning in Dyadic Interactions

School of Psychology, University of East Anglia, Norwich NR4 7TJ, UK
Presented at the IS4SI 2017 Summit DIGITALISATION FOR A SUSTAINABLE SOCIETY, Gothenburg, Sweden, 12–16 June 2017.
Published: 9 June 2017
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Abstract

Although cognitive and social development are often studied in isolation, many researchers have demonstrated convincingly that cognition and the social environment are inseparable components of development. For instance, the social context plays a crucial role in many facets of cognitive development. Critically, the mechanisms by which social interactions impact cognitive development remain poorly understood. Here, we present a dynamic field model that elucidates the neural and behavioral mechanisms by which social interactions contribute to developmental changes in cognition and how these influences are reciprocal in nature.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Spencer, J.P. Models at Play: Using Dynamic Field Theory to Understand Looking and Learning in Dyadic Interactions. Proceedings 2017, 1, 181.

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