and so forth), yielding different time-locked bundlings of sensorimotor experience, corresponding to different classes of interaction. This has been shown to play a role in the infant’s learning of categories and formation of concepts. Commenting on this literature, Andy Clark writes that “the key to such developing capabilities is the robot’s or infant’s capacity to maintain coordinated sensorimotor engagement with its environment.”7 A driving experience that provides impoverished feedback limits such engagement, and would seem to promote a kind of regression—back into the womb.
