Nicolás Alessandroni
Biographic Data
| ID | 111876 |
|---|---|
| NAME | Nicolás Alessandroni |
| GIVEN NAMES | Nicolás |
| FAMILY NAME | Alessandroni |
| SIGNATURE | ALESSANDRONI N |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0002-6595-0969 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Rethinking the “we” in “we” intentionality
This paper aims to place the general thesis for a species-unique “shared” or “we” intentionality, against the theoretical background of the material engagement approach. We will argue that the human ability to enact and share intentions rests upon a relational and participatory foundation of situated activity where intentional transactions between humans as well as between humans and things (in the broadest sense of material environment) are inse…
Challenges and promises of big team comparative cognition
The road to conventional tool use
The development of tool use in early childhood is a topic of continuing interest in developmental psychology. However, the lack of studies in ecological settings results in many unknowns about how children come to use artifacts according to their cultural function. We report a longitudinal study with 17 sociodemographically diverse children (8 female) attending a nursery school in Madrid (Spain) and their two adult female teachers. Using mixed‐ef…
Intentional Understanding Through Action Coordination in Early Triadic Interactions
Enacting memories through and with things
For mainstream theories, memory is a skull-bound activity consisting of encoding, storing and retrieving representations. Conversely, unorthodox perspectives proposed that memory is an extended process that includes material resources. This article explains why neither representationalist nor classical extended stances do justice to the active and constitutive role of material culture for cognition. From Material Engagement Theory, we propose an …
Object Concepts and Their Functional Core
The development of categorisation and conceptual thinking in early childhood
We present a systematic and qualitative review of academic literature on early conceptual development (0-24 months of age), with an emphasis on methodological aspects. The final sample of our review included 281 studies reported in 115 articles. The main aims of the article were four: first, to organise studies into sets according to methodological similarities and differences; second, to elaborate on the methodological procedures that characteri…
On perception as the basis for object concepts
Within cognitive and developmental psychology, it is commonly argued that perception is the basis for object concepts. According to this view, sensory experiences would translate into concepts thanks to the recognition, correlation and integration of physical attributes. Once attributes are integrated into general patterns, subjects would become able to parse objects into categories. In this article, we critically review the three epistemological…
Varieties of embodiment in cognitive science
This article presents an epistemological multilevel analysis of the embodied cognition studies’ programme. It is proposed that within the cognitive-embodied type it is possible to find at least four distinct hypotheses regarding the role of the body in human cognition: (a) body-in-action hypothesis , (b) extended body hypothesis , (c) ecological body hypothesis , and (d) body-as-a-physical-datum hypothesis . The foundations of these hypotheses an…
Is Container a Natural and Embodied Image Schema? A Developmental, Pragmatic, and Cultural Proposal
Conceptual metaphor theory showed, from embodiment , the importance of metaphor as a cognitive process. This influential theory assumes the existence of primitive but powerful mental structures called image schemas. In this paper, we conduct a critical inquiry about these structures from the developmental perspective of the pragmatics of the object and show they have serious problems. Taking the CONTAINER image schema as a case, we discuss the pl…
Development of Metaphorical Thought before Language
Enacting memories through and with things
For mainstream theories, memory is a skull-bound activity consisting of encoding, storing and retrieving representations. Conversely, unorthodox perspectives proposed that memory is an extended process that includes material resources. This article explains why neither representationalist nor classical extended stances do justice to the active and constitutive role of material culture for cognition. From Material Engagement Theory, we propose an …
Development of Metaphorical Thought before Language
The development of categorisation and conceptual thinking in early childhood
We present a systematic and qualitative review of academic literature on early conceptual development (0-24 months of age), with an emphasis on methodological aspects. The final sample of our review included 281 studies reported in 115 articles. The main aims of the article were four: first, to organise studies into sets according to methodological similarities and differences; second, to elaborate on the methodological procedures that characteri…
Is Container a Natural and Embodied Image Schema? A Developmental, Pragmatic, and Cultural Proposal
Conceptual metaphor theory showed, from embodiment , the importance of metaphor as a cognitive process. This influential theory assumes the existence of primitive but powerful mental structures called image schemas. In this paper, we conduct a critical inquiry about these structures from the developmental perspective of the pragmatics of the object and show they have serious problems. Taking the CONTAINER image schema as a case, we discuss the pl…
Development of Metaphorical Thought before Language
Varieties of embodiment in cognitive science
This article presents an epistemological multilevel analysis of the embodied cognition studies’ programme. It is proposed that within the cognitive-embodied type it is possible to find at least four distinct hypotheses regarding the role of the body in human cognition: (a) body-in-action hypothesis , (b) extended body hypothesis , (c) ecological body hypothesis , and (d) body-as-a-physical-datum hypothesis . The foundations of these hypotheses an…
On perception as the basis for object concepts
Within cognitive and developmental psychology, it is commonly argued that perception is the basis for object concepts. According to this view, sensory experiences would translate into concepts thanks to the recognition, correlation and integration of physical attributes. Once attributes are integrated into general patterns, subjects would become able to parse objects into categories. In this article, we critically review the three epistemological…
The development of categorisation and conceptual thinking in early childhood
We present a systematic and qualitative review of academic literature on early conceptual development (0-24 months of age), with an emphasis on methodological aspects. The final sample of our review included 281 studies reported in 115 articles. The main aims of the article were four: first, to organise studies into sets according to methodological similarities and differences; second, to elaborate on the methodological procedures that characteri…
Object Concepts and Their Functional Core
Enacting memories through and with things
For mainstream theories, memory is a skull-bound activity consisting of encoding, storing and retrieving representations. Conversely, unorthodox perspectives proposed that memory is an extended process that includes material resources. This article explains why neither representationalist nor classical extended stances do justice to the active and constitutive role of material culture for cognition. From Material Engagement Theory, we propose an …
The road to conventional tool use
The development of tool use in early childhood is a topic of continuing interest in developmental psychology. However, the lack of studies in ecological settings results in many unknowns about how children come to use artifacts according to their cultural function. We report a longitudinal study with 17 sociodemographically diverse children (8 female) attending a nursery school in Madrid (Spain) and their two adult female teachers. Using mixed‐ef…
Intentional Understanding Through Action Coordination in Early Triadic Interactions
Challenges and promises of big team comparative cognition
Rethinking the “we” in “we” intentionality
This paper aims to place the general thesis for a species-unique “shared” or “we” intentionality, against the theoretical background of the material engagement approach. We will argue that the human ability to enact and share intentions rests upon a relational and participatory foundation of situated activity where intentional transactions between humans as well as between humans and things (in the broadest sense of material environment) are inse…
Psychology (11 works) · Cognitive science (10 works) · Epistemology (8 works) · Cognition (7 works) · Computer Science (7 works) · Child and Animal Learning Development (6 works) · Philosophy (6 works) · Cognitive psychology (5 works) · Embodied and Extended Cognition (5 works) · Semiotics (5 works)