LC3cA62 Knowledge of Objects: Forward Model Construction

What are the features of these objects that need be considered? Here is how I approach this problem.
We can look at Mimi Sinclair’s advice, in which she said such research was not a “theory to be disproven” but “une sondage,” an exploration to take a look. So we shall see.

What Develops: The Description Construction: how to do it
In sum, We will proceed with our analyses to identify points of significant mastery, then proceeding backwards through the corpus seek plausible examples of adoption of the goal; subsequently we will attempt to identify the behavior segments in the period between adoption and mastery and then mine those segments for information about how the infant’s learning was making progress. Of course, it will also be important to identify episodes relevant to goal detection before the goal had been adopted, and to examine them for evidence about possible experiences leading to goal adoption. This will provide clues about what the infant sees as important about the object The intention is to examine exhaustively all pertinent material in the intervals before adoption and before mastery to discover predecessor actions which become components ultimately integrated into the regular successes of mastery.

For a concrete example of how the analysis will proceed generally, refer to LC3cA63: Mastery of the Ring Tower Puzzle.

The first triennium of IPS closes with videos of Panel P157.
A cursory viewing of materials in LC3cV01, the video index (both the themes listed in the Index and specific video clips linked therefrom) yields a list 70 panels which engage the Ring Tower, either entire or its parts, in Peggy’s actions. This will function as a picking list of clips to review in more detail to answer our questions.