in preschool and kindergarten. Reading and Writing, 24(2), 133–150. DOI: 10.1007/s11145-010-9265-8. 67
L. L. Namy and D. Gentner. 2002. Making a silk purse out of two sow’s ears: Young children’s use of comparison in category learning. Journal of Experimental Psychology: General, 131(1):5–15. DOI: 10.1037/0096-3445.131.1.5.. 68
M. J. Nathan. 2008. An embodied cognition perspective on symbols, gesture and grounding instruction. In M. DeVega, A. M. Glenberg, and A. C. Graesser, editors. Symbols, Embodiment and Meaning: A Debate. Oxford University Press, Cambridge, UK.
A, Needham. 2000. Improvements in object exploration skills may facilitate the development of object segregation in early infancy. Journal of Cognitive Development, 1:131–156. 65
A. Needham, T. Barrett, and K. Peterman. 2002. A pick-me-up for infants’ exploratory skills: Early simulated experiences reaching for objects using “sticky mittens” enhances young infants’ object exploration skills. Infant Behavior and Development, 25:279–295. 65
J. O’Regan and A. Noë. 2001. A sensorimotor account of vision and visual consciousness. Behavior and Brain Sciences, 24:939–1031. 69
J. Orliaguet, S. Kandel, and L. Boe. 1997. Visual perception of motor anticipation in cursive handwriting: Influence of spatial and movement information on the prediction of forthcoming letters. Perception, 26:905–912. 60
S. Oviatt. 2017. Please proivde Biblio Info.
W. Penfield and E. Boldfrey. 1937. Somatic motor and sensory representation in the cerebral cortex of man as studied by electrical stimulation. Brain, 60(4):389–443. 70
A. F. Pereira, K. H. James, S. S. Jones, and L. B. Smith. 2010. Early biases and developmental changes in self-generated object views. Journal of Vision, 10(11):22:1–13. DOI: 10.1167/10.11.22. 65, 66, 84
M. Petrides. 2015. The ventrolateral frontal region. Neurobiology of Language, 25. 70
J. Piaget. 1952. The Origins of Intelligence in Children. (M. Cook, Translation). International University Press, New York. 61
J. Piaget. 1954. The Construction of Reality in the Child. Basic Books, New York 61
K. J. Pine, N, Lufkin, and D. Messe 2004. More gestures than answers: Children learning about balance. Developmental Psychology, 40:1059–106.
F. Pulvermüller. 2005. Brain mechanisms linking language and action. Nature Revviews Neuroscience, 6:576–583. 75
F. Pulvermüller. 2012. Meaning and the brain: The neurosemantics of referential, interactive, and combinatorial knowledge. Journal of Neurolinguistics, 25(5):423–459. DOI: 10.1016/j.jneuroling.2011.03.004. 75
F. Pulvermüller. 2013. How neurons make meaning: brain mechanisms for embodied and abstract-symbolic semantics. Trends Cognitive Science, 17(9):458–470. DOI: 10.1016/j.tics.2013.06.004. 75
F. Pulvermüller, O. Hauk, V. V. Nikulin, and R. J. Ilmoniemi. 2005. Functional links between motor and language systems. European Journal of Neuroscience, 21(3):793–797. DOI: 10.1111/j.1460-9568.2005.03900.x.
T. L. Richards, V. W. Berninger, P. Stock, L. Altemeier, P. Trivedi, and K. R. Maravilla. 2011. Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms. Reading and Writing, 24(5):493–516. DOI: 10.1007/s11145-009-9217-3. 60
L. E. Richland. 2015. Linking gestures: cross-cultural variation during instructional analogies. Cognition and Instruction, 33(4):295–321.
L. E. Richland, O, Zur, and K. Holyoak. 2007. Cognitive supports for analogies in the mathematics classroom. Science, 316(5828):1128–1129. DOI: 10.1126.science.1142103.
J. J. Rieser, D. A. Guth, and E. W. Hill. 1986. Sensitivity to perspective structure while walking without vision. Perception, 15:173–188. 58
G. Rizzolatti and L. Craighero. 2004. The mirror-neuron system. Annual Review of Neuroscience, 27:169–192. DOI: 10.1146/annurev.neuro.27.070203.144230. 75
P. Rochet. 1989. Object manipulation and exploration in 2- to 5-month-old infants. Developmental Psychology, 25:871–884. 64
F. E. Roux, O. Dufor, C. Giussani, Y. Wamain, L. Draper, M. Longcamp, and J. F. Démonet. 2009. The graphemic/motor frontal area Exner’s area revisited. Annals of neurology, 66(4), pp. 537–545. 70
F. E. Roux, L. Draper, B. Köpke, and J. F. Démonet. 2010. Who actually read Exner? Returning to the source of the frontal “writing centre” hypothesis. Cortex, 46(9):1204–1210.
H. A. Ruff, L. M. Saltarelli, M. Capozzoli, and K. Dubiner. 1992. The differentiation of activity in infants’ exploration of objects. Developmental Psychology, 28:851–861 64
C. Sann and A. Streri. 2008. The limits of newborn’s grasping to detect texture in a cross-modal transfer task. Infant Behavior and Development, 31(3):523–531. DOI: 10.1016/j.infbeh.2008.03.001. 62
K. Seki, M. Yajima, and M. Sugishita. 1995. The efficacy of kinesthetic reading treatment for pure alexia. Neuropsychologia, 33:595–609 61
W. K. Simmons and L. W. Barsalou. 2003. The similarity-in-topography principle: reconciling theories of conceptual deficits. Cognitive Neuropsychology, 20(3):451–486. DOI: 10.1080/02643290342000032. 70
D. J. Simons and R. F. Wang. 1998. Perceiving real-world viewpoint changes. Psychological Science, 9(4):315–320. 58
L. B. Smith. 2005. Action alters shape categories. Cognitive Science, 29:665–679. 66
C. E. Snow, M. S. Burns, and P. Griffin, editors. 1998. Preventing Reading Difficulties in Young Children. National Academy Press, Washington, DC. 67
J. A. Sommerville, A. L. Woodward, and A. Needham. 2005. Action experience alters 3-month-old infants’ perception of others’ actions. Cognition, 96:B1–B11. 65
B. E. Stein and M. A. Meredith. 1993. The Merging of the Senses. MIT, Cambridge, MA. 54
B. E. Stein and B. A. Rowland. 2011. Organization and plasticity in multisensory integration: early and late experience affects its governing principles. Progress in Brain Research, 191:145–163. DOI: 10.1016/B978-0-444-53752-2.00007-2. 52, 54
B. E. Stein, T. R. Stanford, and B. A. Rowland. 2014. Development of multisensory integration from the perspective of the individual neuron. Nature Reviews Neuroscience, 15(8):520–535. DOI: 10.1038/nrn3742. 52, 53, 54
M. Tucker and R. Ellis. 1998. On the relations between seen objects and components of potential actions. Journal of Experimental Pyschology: Human Perception and Performance, 24(3):830–846. 69
S. Vinci-Booher, T. W. James, and K. H. James, 2016. Visual-motor functional connectivity in preschool children emerges after handwriting experience. Trends in Neuroscience and Education, 5(3).107-120. DOI: 10.1016/j.tine.2016.07.0. 78
M. T. Wallace, M. A. Meredith, and B. E. Stiem. 1992. Integration of multiple sensory modalities in cat cortex. Experimental Brain Research, 91:484–488. 54
M.
