We applaud the ambition of Veissière et al.'s account of cultural learning, and the attempt to ground higher order thinking in embodied theory. However, the account is limited by loose terminology, and by its commitment to a view of the child learner as inference-maker. Vygotsky offers a more powerful view of cultural learning, one that is fully compatible with embodiment.
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| http://dx.doi.org/10.1017/S0140525X19002747 | DOI Listing |
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