"En consecuencia, la relevancia suele tratarse como una propiedad del contenido, más que como una propiedad del sistema cognitivo." 4/4

"gran parte de lo que actualmente se considera la "ciencia del aprendizaje", en particular los modelos cognitivistas de procesamiento de la información [...] tienen dificultades para especificar cómo se selecciona el conocimiento [...]" 3/4

..."no puede decirnos cómo el sistema cognitivo de un estudiante decide cuál de sus muchas representaciones disponibles moldeará realmente el aprendizaje en ese momento." 2/4

Rather, we must ask how, within the general constraints of the laws of nature, organisms have constructed environments that are the conditions for their further evolution and reconstruction of nature into new environments." 3/3

Our nervous system does not allow us to see the UV reflections from flowers, but a bee's central nervous system does. And bats "see" what nighthawks do not. We do further our understanding of evolution by general appeal to "laws of nature" to which all life must bend. 2/3

We intend this set of articulated mechanisms to replace the adaptanionist outline." 5/5

4. The opposition between inner and outer causal factors is replaced by a coimplicative relation, since organism and medium mutually specify each other. 4/5

3. The specific (nonunique) trajectory or mode of change of the unit of selection is the interwoven (nonoptimal) result of multiple levels of subnetworks of selected self-organized repertoires. 3/5

2. Under structural coupling with a medium, these configurations generate selection, an ongoing process of satisficing that triggers (but does not specify) change in the form of viable trajectories. 2/5

(...) interesting tension in Piaget's work: an objectivist theorist who postulates his subject matter, the child, as an enactive agent, but an enactive agent who evolves inexorably into an objectivist theorist." 3/3

This is a clear example in which cognitive structures are shown to emerge from recurrent patterns (in Piaget's language, "circular reactions") of sensorimotor activity. 2/3