Abstract
Many of learning theories are constructed from observations of copresence of bodies and objects. Beyond a copresence, some studies highlight a real coupling. Based on the literature about what we decide to call “incorporation of objects”, and from psychological experiment results and ethnographics observations, we ask three questions: 1. the role of objects in learning, including motor learning; 2. the stages of process of incorporation; 3. the links between incorporation and expertise. Thus, we hope that we contribute to enriching the reflection shared by lots of researchers on links between learning and physical objects, through the strong interdisciplinary orientation of this article.