The classical cognitivist theory in cognitive science depicts perception as the result of information processing of sense data, which is transformed into a representation of the original information to be useful for the human mind. In the same vein, perceptual learning has been understood as an enrichment of sensations by representational mechanisms. In this view, the improvement in performance must be understood as the effect of a sophistication of computational algorithms entailing a better interpretation of sensory stimuli.
At the end of the 20th century, criticism against the cognitivist framework and its ideas of perception, cognition, and representation started to arise. Some of these arguments crystallized in alternative theories of cognition that offers an innovative way to understand perception and, consequently, perceptual learning.
The aim of this special issue is to document the theories and research that highlight a “4E cognition” approach to perceptual learning. The issue is focused on contributions from the current panorama of post-cognitivism with an emphasis on theories from the ecological, enactive and sensorimotor accounts.
We welcome submissions of all types (original research articles, reviews, short communications, and opinions) related to 4E cognition and perceptual learning, including but not limited to the following topics:
- Varieties of differentiation theories
- Direct learning
- Sensorimotor training
- Development and embodied learning in infancy
- Implicit learning
- Attunement and calibration
- Perceptual learning and embodied cognition
Timeline of Special issue:
Submission deadline: October 1, 2018
Reviewers’ feedback due: November 30, 2018
Revised submissions due: January 15, 2019
Publication date: May 2019
For more information please contact the handling editor:
Dr. Lorena Lobo
Facultad de Humanidades y Ciencias Sociales Universidad Isabel I