Blank Slate Research Articles

The simplest explanation: passive DNA demethylation in PGCs.

Primordial germ cell (PGC) specification is one of two major developmental windows where modifications associated with global heterochromatin maintenance are erased. One of the most intriguing and confounding dynamics to rectify has been the apparent global depletion of cytosine methylation, which has been intensely scrutinized for nearly two decades. While numerous reports have suggested active catalytic removal as the primary mechanism, work by Saitou and colleagues presented in this issue of The EMBO Journal provide support for a simpler model whereby the downregulation of essential recruitment factors appears sufficient to erase this mark passively during a phase of rapid proliferation. During mammalian development, transitions in cellular programs are predominantly accompanied by focal changes to chromatin that reflects local activities of transcriptional activators or repressors. As such, the fraction of the genome that is targeted for remodelling during any given transcription factor driven programming event is comparatively small (Dunham et al , 2012). Two exceptions to this general paradigm occur upon specification of the PGC lineage within the developing embryo and upon fertilization within the protamine‐compacted paternal genome (Saitou et al , 2012). In these contexts, dramatic global epigenetic modification appears to restructure the majority of the genome and does so in a rapid and coordinated fashion (Seki et al , 2005). As part of either process, the mechanism behind the apparent global erasure of DNA methylation has posed a particularly vexing problem. In PGCs, this global demethylation is considered essential to erase somatic methylation signatures as well as parental imprints while simultaneously reactivating transcriptional programs associated with pluripotency and gametogenesis. Until recently, the rapidity of DNA demethylation during PGC specification appeared to support numerous mechanisms that largely centred on an active catalytic step, including strategies employing deamination or oxidation followed by base excision repair (Wu and Zhang, 2010). While these proposed mechanisms appeared …

Introduction

This special issue emerged from a conference, Memory, Identity and New Fantasy Cultures, which took place at Kingston University in October 2010. This event was a response by the organisers to a sense in which memory was increasingly present as a theme in recent fantasy culture, including film, television and digital games. It seemed like contemporary popular culture was crowded with sf heroines and heroes serving as blank slates onto which memory and personality were imprinted, traumatised figures haunted by memories they cannot escape, and protagonists whose existential crises were founded on the uncertain relationship between memory and identity. For example, in the Doctor Who episode 'Human Nature' (26 May 2007), the Doctor (David Tennant), in order to hide from his nemesis, embeds the memories of his true self in a pocket watch, while he assumes the identity of an English schoolteacher. Or take Boomer (Grace Park) in Battlestar Galactica (US/UK 2003-9), whose knowledge of herself as a cylon was eradicated in the process of being installed as a sleeper agent. Or Dollhouse's (US 2009-10) Echo (Eliza Dushku), whose original identity is removed and stored on a hard drive, while she is inserted with new memories and personality each time she is hired out to a client.This preoccupation with memory is not a new development. Writing in 1993, Scott Bukatman observes the extent to which sf film and literature are 'concerned with the status and commodification of memory' (248). Memory has been a central feature of sf cinema such as Blade Runner (Scott US/HK/ UK 1982), Total Recall (Verhoeven US 1990) and Dark City (Proyas Australia/ US 1998), raising questions concerning the philosophical relationship between selfhood, identity and memory. Contemporary sf film and television raises similar philosophical questions, reflecting as much a preoccupation with the erasure of memory as its potentially prosthetic nature. If memories are increasingly removable, retrievable and storable, digital, tag-able and Photoshopable, they also become more ephemeral and impermanent, detached from individual, cultural, analogue certainties. Since the Memory, Identity and New Fantasy Cultures conference was held, Black Mirror (UK 2011-13) explored the paranoia-inducing possibilities of technology allowing individuals to record, replay and share visual memories in an episode entitled 'The Entire History of You' (18 Dec 2011); Warm Bodies (Levine US 2013) revealed that zombies eat their victims' brains in order to experience their memories; a remake of Total Recall (Wiseman US/Canada 2012) was released in cinemas, and - not without irony, we imagine - Arnold Schwarzenegger published an autobiography of the same name. Characters in recent memory sf are wrestling with the sense that their current identity is a fabrication, that they have lost connection with who they really are through having their natural memories removed and replaced, or that instantly accessible memory is itself an impediment to healthy, happy living.Our concern with memory in recent sf resonates with the emergence of memory studies as a discipline. In the introduction to the newly founded Memory Studies journal Henry L. Roediger III and James V. Wertsch identify this as a multidisciplinary - if not interdisciplinary - field, incorporating history, literature, philosophy and education, as well as social science, architecture, law, communication studies, business and anthropology. Joanne Garde-Hansen writes of the 'explosion of memory-related research over the last half-century' (13), attributed, by various authors, to an increased urgency to preserve eyewitness histories of the twentieth century, the uncovering of narratives of childhood abuse, state investment in museums and memorials, the growth of movements based on memories of trauma and oppression, the emergence of trauma studies itself as a related field, a growth in the heritage industry, the popularity of nostalgia TV and genealogy documentaries, and the profusion of digital archiving platforms allowing individuals to store and share their own everyday experiences. …

Simulated Naïve Creature Crossing a Highway

We present a simple cognitive agent, a “Simulated Naïve Creature”, capable of evaluating if a strategy has been applied successfully. The agents are born as “tabula rasa”, i.e. a “blank slate”. They are provided with a mechanism to reason and plan toward their goal, but they have no built-in knowledge-base of their environment. Our simulation shows that the performance of the agents is affected by the conditions of the environment (e.g. the traffic density on the highway and by the crossing point location on the highway) and by their fears and desires.

Towards a Synthetic Biology of Calcium-Regulated Cav Channels

Synthetic biology seeks to simplify biological networks and their constitutent molecules into modules amenable to reconfiguration. In this regard, little has yet been achieved for Ca2+ signaling, owing to the seeming irreducible complexity of underlying molecules like CaV channels. In particular, Ca2+ influx through these channels is subject to vital forms of Ca2+ feedback regulation, reliant upon interactions of calmodulin (CaM) with channel elements like the IQ domain (a, black circle). Thwarting simplification, however, has been the utter loss of channel function upon deleting the IQ module (JBC269:1635; JBC275:25436). Here, we report that channels lacking an IQ domain function robustly upon covalent attachment of a single CaM (b). Moreover, the typical Ca2+ regulation of these channels (usually manifest as faster decay of Ca2+ versus Ba2+ current) is absent (c), rendering these channels as a blank regulatory slate. Separately over-expressing the IQ domain strikingly rescues Ca2+ regulation (d), casting the IQ element as a synthetic switch for regulation. These results suggest that CaV channels can be deconstructed into minimal regulatory components, raising the possibility of engineering modular CaV-based Ca2+ signal generators within a synthetic Ca2+ signaling toolkit.View Large Image | View Hi-Res Image | Download PowerPoint Slide

Let Fifty Flowers Bloom: Health Care Federalism after National Federation of Independent Business V. Sebelius

Conventional wisdom is that the American public does not want to think too long or too hard about Medicaid. Medicaid’s reputation has long been big, complicated, and widely misunderstood. The 2012 presidential election campaign has been much about Medicaid, but Medicaid is a subject we love to talk around. Yet, our next president will be compelled to think and speak explicitly and fluently about Medicaid because Medicaid is the budget-buster of government funded health insurance. Its budget busting propensities are most pronounced at the intersection of Medicaid and the government-funded health insurance program we do love to discuss: Medicare. This paper’s thesis is that everything possible will happen: if somebody can imagine it, some state will try it. This paper first looks at the pre-ACA past of Medicaid. It considers the past role of Medicaid in our health care system and how the Supreme Court has understood that role. It next considers the roles that Medicaid is likely to play in our health care system post-implementation of the Medicaid opt-in in 2014. It also considers the role Medicaid may play under a repeal and replace of the ACA scenario. It finally considers the implications of transformed health care federalism for the implementation of the ACA.This paper focuses on what the ACA is more than what it is not. The ACA’s individual mandate is Constitutional, as is the Medicaid expansion, in large part. The states have been re-enforced in their historic roles as Medicaid makers or experimenters. A close reading of the statute and the NFIB opinion with an understanding of the background of health care markets is in order to provide a counterweight to the tendency of Americans to use the ACA as 'something of a blank slate onto which Americans … [impose] their own hopes, fear and concerns.'

Detroit is a Blank Slate: Metaphors in the journalistic discourse of art and entrepreneurship in the City of Detroit

This paper presents an investigation of metaphoric language in the contemporary discourse of Detroit's “renewal.” News articles from local and national news sources from 2009–2011 provide evidence of critical and provocative metaphoric constructions found in the gentrification discourse of Detroit. As harbingers of gentrification, the discourse communities of artists and business entrepreneurs are the focus of this review. The author argues that metaphoric language in journalism must be critically evaluated and challenged to help ensure sustainable, equitable, and historically sensitive “renewal” of the city of Detroit and similar inner‐city urban communities experiencing gentrification.

Tabula Rasaand Human Nature

AbstractIt is widely believed that the philosophical concept of ‘tabula rasa’ originates with Locke'sEssay Concerning Human Understandingand refers to a state in which a child is as formless as a blank slate. Given that both these beliefs are entirely false, this article will examine why they have endured from the eighteenth century to the present. Attending to the history of philosophy, psychology, psychiatry and feminist scholarship it will be shown how the image of thetabula rasahas been used to signify an originary state of formlessness, against which discourses on the true nature of the human being can differentiate their position. Thetabula rasahas operated less as a substantive position than as a whipping post. However, it will be noted that innovations in psychological theory over the past decade have begun to undermine such narratives by rendering unintelligible the idea of an ‘originary’ state of human nature.

Maureen White, MBA, RN, NEA-BC

Maureen White, MBA, RN, NEA-BC

Theories of Human Nature: Key Issues

AbstractIssues about human nature are at the core of philosophy, but theories of human nature can be found in many academic disciplines and all humans have opinions and sometimes fairly strong opinions about who we are. We sometimes talk more specifically about, for instance, a Christian view of human nature and distinguish it from say the Blank Slate theory or a Darwinian understanding of human nature. But what is more exactly a theory of human nature? In this essay I survey a number of key issues which philosophers and other scholars have maintained that a theory of human nature, which pretends to be adequate and comprehensive, needs to address.

Toward a unified criminology: integrating assumptions about crime, people, and society

Preface 1 A Divided Criminology 2 The Scope of the Discipline: What Is Crime? 3 Determinism versus Agency: Is Crime the Result of Forces beyond the Individual's Control or Free Choice? 4 The Nature of Human Nature: Are People Self-Interested, Socially Concerned, or Blank Slates? 5 The Nature of Society: Is Society Characterized by Consensus or Conflict? 6 The Nature of Reality: Is There an Objective Reality That Can Be Accurately Measured? 7 A Unified Criminology Notes Bibliography Name Index Subject Index About the Author

Re: Book review: O.S. Miettinen: Up from clinical epidemiology & EBM

Re: Book review: O.S. Miettinen: Up from clinical epidemiology & EBM

India: Case Study on the Supreme Court Ruling on the 2G Spectrum Scam

In 2008, the Central Government of India granted 122 telecom licenses to various companies in response to 575 applications for licenses. In a report in 2010-11, the Comptroller and Auditor General (CAG) of India concluded that the allocation of these 122 licenses was characterised by policy gaps and irregularities in procedure. The Government was criticised for cherry-picking the telecom regulators recommendations; for ignoring market based mechanisms like auctions; and for administratively allocating licenses at prices discovered in 2001 on the pretext of providing a level playing field with incumbent operators. The estimated loss by the CAG according to three different estimates ranged from Rs 53523 to 139652 crores. Media coverage of the report and license allocation, hyped as the “2G Scam,” was followed by public outrage and protests. On the 2nd of February 2012, the Supreme Court of India, in response to a Public Interest Litigation (PIL), cancelled all 122 telecom licenses granted in 2008 and directed that the spectrum linked with these licenses be auctioned.The verdict took the telecom industry by surprise and left the Government running for cover. The unaffected incumbent operators praised the verdict for giving a blank slate to the Government - an opportunity to chalk out a fresh concrete policy for efficient management of spectrum and maximization of government revenues. The affected licensees, however, complained that the Supreme Court left a question mark with respect to the future of operators who had already rolled out their networks. Many investors such as the Telenor Group (of Uninor) had already invested over Rs 6,100 crores in equity and over Rs 8,000 crores in corporate guarantees as a foreign investor that trusted a telecom licence stamped by the Government of India. The company had appealed to the government for a solution so that its customers are not affected by the verdict. ''We also expect the authorities to ensure that our 36 million customers, 17500 workforce and 22000 partners are not unjustly affected,'' said Uninor . A few other foreign investors even threatened to invoke foreign investment treaties to indemnify their losses. Some others have decided to write off the losses and exit the market completely.Industry experts fear that the reduced competition by the mass cancellation of licenses is expected to lead to an increase in tariffs in the near future. Further, experts also fear that a few telecom infrastructure companies are expected to become unsustainable as their primary customers were the cancelled licensees. The Supreme Court ruling comes in a scenario wherein telecommunications in India is torn between the New Telecom Policy of 1999 (NTP 1999) and the Draft New Telecom Policy of 2011 (DNTP 2011), which is yet to be finalised and notified in February 2012. In these times of uncertainty, all stakeholders look towards the Central Government for guidance with very high expectations.

Understanding the beliefs informing children’s commonsense theories of motion: the role of everyday object variables in dynamic event predictions

Background Children are not blank slates when they begin school; they bring prior conceptions about the everyday world with them. These conceptions usually do not comply with accepted scientific views and have to be changed within the process of education. However, to do this effectively more needs to be known about the relationship between the everyday world and children’s knowledge of scientific principles. Purpose This study sought answers to the question of which object variables children use when reasoning, and how these variables are associated with outcomes. The reported study addresses these issues in relation to object motion. Sample, design and methods UK primary school children (n = 144) aged 5–11 years were assessed on their predictions of motion along a horizontal, in fall and down an incline using a range of everyday objects by responding to questions where they needed to compare potential motion patterns of the objects. Results Round shape and smooth texture of objects were consistently associated with faster motion across age groups as well as across motion dimensions. However, faster horizontal motion was associated with lighter and smaller objects across all ages, whereas faster fall was associated with heavier objects. While younger children predicted faster incline motion for lighter and smaller objects, there was a shift in conceptions with age, with older children predicting faster motion for heavier and bigger objects. Conclusions The overall findings are used to support the development of commonsense theories of motion previously identified, and suggestions for educational practice are made. Specifically, it is suggested that these findings may need to be taken into consideration in the development of teacher training programmes.

Life's thumbprint: the impact of significant life events on coaches and their coaching

Coaches do not come to practice as a blank slate. However, there is little documentation of the impact diverse life experiences have on coaches’ skills, professional evolution or presence in practice. Analysis of a critical events question included in a long-term global study of coach development identified three different clusters of life experiences each of which has an impact on a specific range of coach characteristics and coaching practices. Stressful personal experiences impact characteristics such as empathy and self-awareness. Coaching-field specific experiences influence practice skills and knowledge base. Some prior professional training and experiences influence coach practices and perceptions of client workplace.

Potential connectomics complements the endeavour of ‘no synapse left behind’ in the cortex

Potential connectomics complements the endeavour of ‘no synapse left behind’ in the cortex

The Wendy House

The Wendy House Heather Warren-Crow (bio) and Kelly Rafferty (bio) Such Is the Magic of Power If J. M. Barrie's play Peter Pan, or The Boy Who Wouldn't Grow Up and its reincarnations as Barrie's Peter and Wendy, Disney's Peter Pan, and Steven Spielberg's Hook have taught us anything, it's that enchantment is never unencumbered. It arrives entangled with lust, terror, (attempted) murder, and colonization. Consider the knotty subplot of Barrie's play. After collaborating on a kidnapping, a fairy named Tinker Bell tries to murder her human rival, Wendy. She then finds herself cohabitating with her partner, his new love interest, and their pack of adopted children, the Lost Boys. Wendy takes on the part of Peter's mother while both tackle the domestic labor. They relentlessly pine after Peter, playing supporting roles in his colonialist projects of killing Indians and battling pirates. For our gallery-based performance and art installation The Wendy House (2011), we ask audiences to step into this twisted mess and wrestle with us for an hour. Our Wendy is a drunk. Tinkerbell is on uppers. Peter and the Lost Boys have abandoned them, so they have nothing to do but sing and dance for a gathered crowd. They fight for the audience's love and insults (in Neverland, it's impossible to tell the difference between the two). They tell stories about Peter's manifest destiny and re-create the maps he drew of his empire. They labor, quite literally, to maintain the deteriorating architecture of a Neverland that Peter created with his powerfully enchanting imagination. But the empire rises only to fall apart. The material infrastructure of power needs constant maintenance, leaving Wendy a worn-out, desperate housewife and Tinkerbell an abused and angry child. [End Page 244] Both are hypocrites. They bemoan their own oppressive confinement in the Wendy House while supporting—even imitating—Peter's hegemonic masculinity. Such is the magic of power. While our piece confronts the erotics of colonialism, it also gives audiences an opportunity to encounter enchantment as it is situated within the practice of performance. Wendy and Tinkerbell offer us vehicles to work though performance's fraught relationship with something as affectively charged as the magic of "presence." Clowning, a performance technique we use to animate our version of Tinkerbell, draws its power from the tension produced by the meeting of three different feelings: the joy that comes from encountering the nonthreatening dope, the suspicion generated by the jester or the trickster, and the terror that greets the appearance of Pennywise or the Joker. The white cube of the art gallery derives its presence from absence; like Peter Pan himself, it suggests the supposed purity and innocence of childhood as well as the blank slate that white skin is believed to be. Below we offer a textual fragment of The Wendy House. The words spoken by Wendy and Tinkerbell offer one point of entry into the tangled mess of enchantment presented in our work (another means of access is the art installation—a childish, jerry-rigged structure made of cardboard and discarded bedsheets). In performance, the scripted text is read from index cards, giving our words a material presence that circulates physically in the gallery space. Viewers pick up the cards when they first enter the gallery and later surrender them to Tinkerbell during one of her fits of rage. Cards are torn to bits, nailed to the wall, partially ingested, trod upon, kissed, and laid to rest in the waistband of a pair of stockings. Ultimately, The Wendy House asks the shameful but necessary question, Why is the language of empire still sensuously enchanting, even though its power is held together by duct tape and its magic is revealed to be nothing, really, but glitter and shadows? The Wendy House Wendy: Peter was here. I smell the signs of great good fun. He said: Huddle up, children, now is time for building and later time for falling down. He said: Let's reenact the rise and fall of the Kingdom of Prussia with peanuts wearing tiny hats. What a waste of history. Peter is the [End Page 245] biggest...

Beyond the blank slate: routes to learning new coordination patterns depend on the intrinsic dynamics of the learner—experimental evidence and theoretical model

Using an approach that combines experimental studies of bimanual movements to visual stimuli and theoretical modeling, the present paper develops a dynamical account of sensorimotor learning, that is, how new skills are acquired and old ones modified. A significant aspect of our approach is the focus on the individual learner as the basic unit of analysis, in particular the quantification of predispositions and capabilities that the individual learner brings to the learning environment. Such predispositions constitute the learner's behavioral repertoire, captured here theoretically as a dynamical landscape (“intrinsic dynamics”). The learning process is demonstrated to not only lead to a relatively permanent improvement of performance in the required task—the usual outcome—but also to alter the individual's entire repertoire. Changes in the dynamical landscape due to learning are shown to result from two basic mechanisms or “routes”: bifurcation and shift. Which mechanism is selected depends the initial individual repertoire before new learning begins. Both bifurcation and shift mechanisms are accommodated by a dynamical model, a relatively straightforward development of the well-established HKB model of movement coordination. Model simulations show that although environmental or task demands may be met equally well using either mechanism, the bifurcation route results in greater stabilization of the to-be-learned behavior. Thus, stability not (or not only) error is demonstrated to be the basis of selection, both of a new pattern of behavior and the path (smooth shift versus abrupt qualitative change) that learning takes. In line with these results, recent neurophysiological evidence indicates that stability is a relevant feature around which brain activity is organized while an individual performs a coordination task. Finally, we explore the consequences of the dynamical approach to learning for theories of biological change.

The Disciplined Mind: How Mid-19<sup>th</sup> Century North American Teachers Described Students' Mind, Mental Ability, and Learning

Introduction The discipline of educational psychology emerged in the last two decades of the 19th century with an ever more intense attempt to collect measures of human conduct. As researchers in this nascent discipline determined which measures were to be collected and how implications might be construed from such measures, they were, at the same time, articulating interpretations about what they held the mind to be. Such interpretations often involved the application of presuppositions, philosophical premises, and folk understandings (Danziger, 1990; Rose, 1996) that pre-existed the measures under examination. For example, G. Stanley Hall (1893) argued that a child's ability to recognize objects and the child's connection of ideas with these objects were predictors of that child's mental ability. Hall's belief that mental ability involved making connections among objects and ideas was not a novel psychological hypothesis. Rather, Hall was investigating a notion of mental ability and a popular theory of its constitution that, as we will discuss, had been commonly held by educators in the United States for at least half a century. Although early studies were often influenced by commonly held beliefs such as those surrounding mental ability, educational psychologists also asserted the value of their work by contrasting with, and refuting, popular beliefs about mind, learning, and mental ability. Thorndike's (1903) refutation of faculty psychology, for example, was a refutation of beliefs about the generality of relationships among reasoned principles, ideas, and mental ability that had been popularly held for half a century and had sources in the philosophical discourse of the European Enlightenment. In short, educational psychology did not start with a blank slate. In terms of both the conceptions that shaped interpretations of quantitative data and the conceptions that were challenged by this new discipline, researchers were influenced by presuppositions, philosophical premises, educational theories, and folk understandings that had sources in the ideas and practices of earlier generations. In order to understand the foundations upon which key psychological concepts and educational theories have been developed, then, it is helpful to understand how mind, mental ability, and learning were understood prior to the emergence of psychology as a formal discipline. In this article, I examine the discourse of four American educators from 1859. By this time schools were widespread across the United States and there was a burgeoning of journals and books concerned with education. By 1859, a corpus of professional educators had emerged, centered in the towns and cities of New England. These educators were concerned with many of the questions that later became central to the discipline of educational psychology: questions of mental ability, how people learn, and how the mind connects and relates with the world. The four educators examined herein published treatises on education in 1859 that involved discussion on how children should be taught. Through these discussions, it is possible to construe how each of these educators articulated an understanding of mind, mental ability, and learning. The article is divided into four sections. The first section provides a brief introduction to the historical context within which these texts were written. The second section introduces each educator and, with as low level of inference as possible, provides a description of how each educator referred to mind, mental ability, and learning. The third section considers some possible influences--social, intellectual, and theological--that may have influenced each educator's perspective. The fourth section provides an interpretation of the philosophical and moral sources implicit in the descriptions of mind, mental ability, and learning provided by each educator. 1859 Context In the first half of the 19th Century there was a steadily growing social movement towards the establishment of common, state run schools (Beck, 1965; Cremin, 1976; Cubberley, 1948; Gutek, 1984). …

I love you with all my brain: laying aside the intellectually dull sword of biological determinism

BackgroundBy organizing and activating our passions with both hormones and experiences, the heart and mind of sexual behavior, sexual motivation, and sexual preference is the brain, the organ of learning. Despite decades of progress, this incontrovertible truth is somehow lost in the far-too-often biologically deterministic interpretation of genetic, hormonal, and anatomical scientific research into the biological origins of sexual motivation. Simplistic and polarized arguments are used in the media by both sides of the seemingly endless debate over sexual orientation, equality, and human rights with such catch phrases as ‘born gay’ contrasted against attempts of “reparative therapy” or “pray the gay away”. Though long abandoned in practically every other area of psychology, this remnant of the nature-nurture controversy remains despite its generally acknowledged insufficiency in explaining any adult aspect of the human condition within the scientific community.MethodsThis theoretical review article identifies three factors: 1) good intentions with regard to the argument from immutability; 2) false dichotomies limiting intellectual progress by oversimplification of theory and thus hypothesis, and most dangerously, interpretation and; 3) Tradition: a historical separation of the disciplines of biology and psychology, which, to this day, interferes with the effective translation of well-conducted science into good public understanding and policy.ResultsStudies clearly demonstrate that progress toward sexual-orientation equality is being made, if slowly, despite the apparent irrelevance of the “born gay” argument from immutability. Evidence is further provided supporting the inadequacy of polarized, dichotic theories of sexual development, particularly those pitting “blank slate learning” against a fated, deterministic biological perspective. Results of this review suggest that an emerging interactionist perspective will promote both better scientific progress and better public understanding, hopefully contributing to progress toward nondiscriminatory public policy.ConclusionAccepting that the brain is a highly plastic, modularly dimorphic, developmentally biased organ of learning, one which is organized and activated by both hormones and experiences across the lifespan, is essential for doing “good science” well. Interactionist theories of psychosexual development provide an empirically sound, strong, yet modifiable foundation for testable hypotheses exploring biologically biased sexual learning.

Embodied Cognitive Science and the Study of Literature

Este artículo es una revisión de los principales autores y publicaciones del estudio de la ciencia cognitiva corporeizada, desarrollado a través de la exploración de los temas y las declaraciones fundamentales del tema.