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9780805850697.Pdf Developmental Perspectives on Embodiment and Consciousness ER50694_C000.indd 1 8/21/07 10:31:47 AM The Jean Piaget Symposium Series Series Editor: Ellin Scholnick University of Maryland Available from LEA/Taylor and Francis Overton, W.F. (Ed.): The Relationship Between Social and Cognitive Development. Liben, L.S. (Ed): Piaget and the Foundations of Knowledge Scholnick, E.K. (Ed): New Trends in Conceptual Representations: Challenges to Piaget’s Theory? Niemark, E.D., DeLisi, R. & Newman, J.L. (Eds.): Moderators of Competence. Bearison, D.J. & Zimiles, H. (Eds.): Thought and Emotion: Developmental Perspectives. Liben, L.S. (Ed.): Development and Learning: Conflict or Congruence? Forman, G. & Pufall, P.B. (Eds.): Constructivism in the Computer Age. Overton, W.F. (Ed.): Reasoning, Necessity, and Logic: Developmental Perspectives. Keating, D.P. & Rosen, H. (Eds.): Constructivist Perspectives on Developmental Psychopathology and Atypical Development. Carey, S. & Gelman, R. (Eds.): The Epigenesis of Mind: Essays on Biology and Cognition. Beilin, H. & Pufall, P. (Eds.): Piaget’s Theory: Prospects and Possibilities. Wozniak, R.H. & Fisher, K.W. (Eds.): Development in Context: Acting and Thinking in Specific Environments. Overton, W.F. & Palermo, D.S. (Eds.): The Nature and Ontogenesis of Meaning. ER50694_C000.indd 2 8/21/07 10:31:47 AM Noam, G.G. & Fischer, K.W. (Eds.): Development and Vulnerability in Close Relationships. Reed, E.S., Turiel, E. & Brown, T. (Eds.): Values and Knowledge. Amsel, E. & Renninger, K.A. (Eds.): Change and Development: Issues of Theory, Method, and Application. Langer, J. & Killen, M. (Eds.): Piaget, Evolution, and Development. Scholnick, E., Nelson, K., Gelman, S.A. & Miller, P.H. (Eds.): Conceptual Development: Piaget’s Legacy. Nucci, L.P., Saxe, G.B. & Turiel, E. (Eds.): Culture, Thought, and Development. Amsel, E. & Byrnes, J.P. (Eds.): Language, Literacy, and Cognitive Development: The Development and Consequences of Symbolic Communication. Brown, T. & Smith, L. (Eds.): Reductionism and the Development of Knowledge. Lightfoot, C., LaLonde, C. & Chandler, M. (Eds.): Changing Conceptions of Psychological Life. Parker, J., Langer, J., & Milbrath, C. (Eds.): Biology and Knowledge Revisited: From Neurogenesis to Psychogenesis. Goncu, A., & Gaskins, S. (Eds.): Play and Development: Evolutionary, Sociocultural, and Functional Perspectives. Overton, W., Müller, U., & Newman., J. (Eds.): Developmental Perspectives on Embodiment and Consciousness. Wainryb, C., Turiel, E., & Smetana, J. (Eds.): Social Development, Social Inequalities, and Social Justice. Müller, U., Carpendale, J., Budwig, N., Sokol, B. (Eds.): Social Life and Social Knowledge: Toward a Process Account of Development. ER50694_C000.indd 3 8/21/07 10:31:47 AM ER50694_C000.indd 4 8/21/07 10:31:48 AM Developmental Perspectives on Embodiment and Consciousness Edited by Willis F. Overton Ulrich Müller Judith L. Newman ER50694_C000.indd 5 8/21/07 10:31:48 AM Lawrence Erlbaum Associates Lawrence Erlbaum Associates Taylor & Francis Group Taylor & Francis Group 270 Madison Avenue 2 Park Square New York, NY 10016 Milton Park, Abingdon Oxon OX14 4RN © 2008 by Taylor & Francis Group, LLC Lawrence Erlbaum Associates is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid-free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number-13: 978-0-8058-5069-7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Developmental perspectives on embodiment and consciousness / editors, Willis F. Overton, Ulrich Mueller and Judith L. Newman. p. cm. -- (The Jean Piaget symposium series) Includes bibliographical references and index. ISBN-13: 978-0-8058-5069-7 (alk. paper) 1. Mind and body. 2. Consciousness. I. Overton, Willis F. II. Mueller, Ulrich, 1949- III. Newman, Judith L. BF151.D48 2008 150--dc22 2007032110 Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the LEA and Routledge Web site at http://www.routledge.com ER50694_C000.indd 6 8/21/07 10:31:48 AM DEDICATION We dedicate this volume to the memory of our friends and colleagues, Professors Harry Beilin and Irving E. Sigel. Both highly esteemed scholars were deeply involved in the founding and growth of the field of cognitive development; both contributed heavily to introducing the work of Jean Piaget to developmental psychology in North America; both strongly and continuously supported the development of the Jean Piaget Society over more than a quarter of a century; and both par- ticipated in and encouraged lively debate and discussion at numerous Annual Symposia of the Jean Piaget Society. vii ER50694_C000.indd 7 8/21/07 10:31:48 AM viii ER50694_C000.indd 8 8/21/07 10:31:48 AM ContentS List of Contributors xi Preface xv 1 Embodiment from a Relational Perspective 1 Willis F. Overton 2 The Meaning of the Body 19 Mark Johnson 3 The Feeling Body: Toward an Enactive Approach to Emotion 45 Giovanna Colombetti and Evan Thompson 4 Action as the Solution to the Mind–Body Problem in Piaget’s Theory 69 JacQUes VonÈche 5 Grounded in the World: Developmental Origins of the Embodied Mind 99 Esther Thelen 6 Embodiment, Alterity, and the Theory of Religion 131 Thomas J. Csordas 7 The Embodiment of Mental States 159 TimothY P. Racine and JeremY I. M. Carpendale 8 Embodiment and Children’s Understanding of the Real and Represented World 191 LYnn S. Liben 9 Language and the Development of Consciousness: Degrees of Disembodiment 225 Helena Hong Gao and Philip David Zelazo ix ER50694_C000.indd 9 8/21/07 10:31:49 AM x • Contents 10 Uncovering the Body in Conceptual Development: A Feminist Perspective 247 Ellin KofskY Scholnick and Patricia H. Miller 11 Colorism Embodied: Skin Tone and Psychosocial Well-Being in Adolescence 281 SUzanne G. FegleY, Margaret B. Spencer, TYhesha N. Goss, VinaY Harpalani, and Nicole Charles 12 The Body in Action: Perspectives on Embodiment and Development 313 Ulrich MÜller and JUdith L. Newman Author Index 343 Subject Index 353 ER50694_C000.indd 10 8/21/07 10:31:49 AM ContRIBUtoRS Jeremy I. M. Carpendale Department of Psychology, Simon Fraser University Burnaby, British Columbia Nicole Charles Graduate School of Education, University of Pennsylvania Philadelphia, Pennsylvania Giovanna Colombetti Post-Doctoral Fellow at the Cognitive Science Laboratory University of Trento, Italy Thomas J. Csordas Department of Anthropology, University of California, San Diego La Jolla, California Suzanne G. Fegley Graduate School of Education, University of Pennsylvania Philadelphia, Pennsylvania Helena Hong Gao School of Humanities and Social Sciences, Nanyang Technological University, Singapore Tyhesha N. Goss Graduate School of Education, University of Pennsylvania Philadelphia, Pennsylvania xi ER50694_C000.indd 11 8/21/07 10:31:49 AM xii • Contributors Vinay Harpalani Graduate School of Education, University of Pennsylvania Philadelphia, Pennsylvania Mark Johnson Department of Philosophy, University of Oregon Eugene, Oregon Lynn S. Liben Department of Psychology, Pennsylvania State University University Park, Pennsylvania Patricia H. Miller Department of Psychology, University of Georgia Athens, Georgia Ulrich Müller Department of Psychology, University of Victoria Victoria, British Columbia Judith L. Newman Department of Human Development and Family Studies, Pennsylvania State University, Abington, Pennsylvania Willis F. Overton Department of Psychology, Temple University Philadelphia, Pennsylvania Timothy P. Racine Department of Psychology, Simon Fraser University Burnaby, British Columbia Ellin Kofsky Scholnick University of Maryland College Park, Maryland Margaret B. Spencer Graduate School of Education, University of Pennsylvania Philadelphia, Pennsylvania Esther Thelen (Deceased) Department of Psychology, Formerly of Indiana University Bloomington, Indiana ER50694_C000.indd 12 8/21/07 10:31:49 AM Contributors • xiii Evan Thompson University College, University of Toronto Toronto, Ontario Jacques Vonèche University of Geneva, Archives Jean Piaget Genève, Suisse Philip David Zelazo Institute of Child Development, University of Minnesota Minneapolis, Minnesota ER50694_C000.indd 13 8/21/07 10:31:49 AM ER50694_C000.indd 14 8/21/07 10:31:49 AM PREFace Until recently, the body has been almost completely ignored in theories and empirical research in psychology in general, and in developmen- tal psychology in particular. This neglect is partly due to the Cartesian split between mind and body, which has held sway over philosophy and psychology for the last centuries. As a consequence of Cartesian dual- ism, psychologists and developmental psychologists, in particular, have considered emotions, sociality, and cognition independently of the body, analogous to the software program of a computer that should be studied apart from its hardware. Recently, increasing dissatisfaction with Descartes’ dualism has been expressed in different scientific disciplines, including biology and neuroscience, philosophy, anthropology, and psychology. Common to this
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