The Importance of Motor Activity in Sensorimotor Development: A Perspective from Children with Physical Handicaps
Why this work is in the frame
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Bibliographic record
Abstract
The assumption that motor activity and physical manipulation play a central role in early development is evaluated in light of a number of studies reporting that at least some severely physically handicapped children seem to attain age-appropriate or slightly delayed levels of cognitive development. In addition, we examine the importance of motor activity in strong and weak formulations of Piagetian theory, as well as in neo-Piagetian and perceptual analytic [Mandler, 1988] theories. General methodological difficulties affecting interpretation of many studies with the physically handicapped are highlighted. The sufficiency of alternative pathways to development, using available modalities for sensory input and action, is discussed, as well as the possibility of using other people and objects instrumentally to act on the environment in the testing of hypotheses. We conclude that motor activity may be the modal means by which cognitive development normally proceeds, but that it is not a necessary contributor. This view is seen as most consistent with the perceptual analytic and neo-Piagetian models, although neither is specific enough on the issue.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it