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Beyond Modularity : A Developmental Perspective on Cognitive Science - Annette Karmiloff-Smith

Beyond Modularity

A Developmental Perspective on Cognitive Science

Paperback Published: 25th September 1995
ISBN: 9780262611145
Number Of Pages: 256
For Ages: 18+ years old

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Taking a stand midway between Piaget's constructivism and Fodor's nativism, Annette Karmiloff-Smith offers an exciting new theory of developmental change that embraces both approaches. She shows how each can enrich the other and how both are necessary to a fundamental theory of human cognition.Karmiloff-Smith shifts the focus from what cognitive science can offer the study of development to what a developmental perspective can offer cognitive science. In Beyond Modularity she treats cognitive development as a serious theoretical tool, presenting a coherent portrait of the flexibility and creativity of the human mind as it develops from infancy to middle childhood.Language, physics, mathematics, commonsense psychology, drawing, and writing are explored in terms of the relationship between the innate capacities of the human mind and subsequent representational change which allows for such flexibility and creativity. Karmiloff-Smith also takes up the issue of the extent to which development involves domain-specific versus domain-general processes. She concludes with discussions of nativism and domain specificity in relation to Piagetian theory and connectionism, and shows how a developmental perspective can pinpoint what is missing from connectionist models of the mind.Formerly a research collaborator of Piaget and Inhelder at Geneva University, Annette Karmiloff-Smith is Senior Research Scientist with Special Appointment at the MRC Cognitive Development Unit in London, and Professor of Psychology at University College, London.

Industry Reviews

...deserves wide readership by both developmentalists and nondevelopmentalists who need an overview of the state of the art. Clearly and comprehensively, Karmiloff-Smith shows the highly structured ways in which different representational processes emerge from infancy onwards. -- Andrew Whiten * Nature *

Series Foreword
Taking Development Seriously
Is the Initial Architecture of the Infant Mind Modular?
Prespecified Modules versus a Process of Modularization
What Constitutes a Domain?
Development from a Domain-General Perspective
Development from a Domain-Specific Perspective
Reconciling Nativism and Piaget's Constructivism
The Notion of Constraints on Development
New Paradigms for Studying Young Infants
Beyond Domain-Specific Constraints: The Process of Representational Redescription
The RR Model
The Importance of a Developmental Perspective on Cognitive Science
The Importance of a Cognitive Science Perspective on Development
The Plan of the Book
The Child as a Linguist
Language Acquisition as a Domain-General Process: The Piagetian Infant
Language Acquisition as a Domain-Specific Process: The Nativist Infant
The Infant's and the Young Child's Sensitivity to Semantic Constraints
The Infant's and the Young Child's Sensitivity to Syntactic Constraints
The Need for Both Semantic and Syntactic Bootstrapping
Beyond Infancy and Early Childhood
The RR Model and Becoming a Little Linguist
From Behavioral Mastery to Metalinguistic Knowledge about Words
From Behavioral Mastery to Metalinguistic Knowledge of the Article System
Beyond the Word and the Sentence
From the Nativist Infant to the Constructivist Linguist
The Child as a Physicist
Understanding the Physical World: The Piagetian Infant
Understanding the Physical World: The Nativist Infant
Constraints on Object Perception in Early Infancy
Understanding Object Behavior: Innate Principles and Subsequent Learning
Rethinking Object Permanence
The Representational Status of Early Knowledge: Do Infants Have Theories?
Becoming a Little Theorist
From Behavioral Mastery to Metacognitive Knowledge about the Animate/ Inanimate Distinction
From Behavioral Mastery to Metacognitive Knowledge about Gravity and the Law of Torque
Representational Redescription and Theory Building
The Child as a Mathematician
Number Acquisition as a Domain-General Process
Challenges to Piaget's View
Number Acquisition as a Domain-Specific, Innately Guided Process
The Role of Subitizing: Perceptual or Conceptual?
Constraints on Learning How to Count
The Representational Status of Early Number Knowledge
Learning the Language of Counting and Mathematics
Is Mathematical Notation Essential to Number Development?
Reconciling Domain-Specific Counting Principles with the Failure to Conserve: Cultural Universals
Becoming a Little Mathematician
Metamathematical Knowledge: The Child's Changing Theory about Number
Number in Nonhuman Species
The RR Model and Number Representation in the Human Child
The Child as a Psychologist
The Piagetian View of the Child as a Psychologist
The Domain-Specific View: Infancy Prerequisites to a Theory of Mind
What Conspecifics Look Like
How Conspecifics Interact
Theory of Mind in Nonhuman Species
What Is Special about Theory-of-Mind Computations?
The Toddler's Theory of Mind
Is Language Essential for Distinguishing Propositional Attitudes from Propositional Contents?
The Child's Developing Belief/Desire Psychology
The RR Model and Changes in Children's Theory of Mind
Should Theory of Mind Be Set in a Broader, Domain-General Context?
Is Theory of Mind Just Like Any Other Theory-Building Process?
The Child as a Notator
Does Precedence Imply Derivation?
Notation from a Domain-General Perspective
A Domain-Specific Approach to Notation
Preliterate and Prenumerate Children's Notational Competence
The RR Model and Early Notational Skills
Biology versus Culture: The Paradox of Notational Systems
Using the Notational Domain to Probe the RR Model and Microdevelopmental Change
The Importance of Behavioral Mastery
Constraints on Representational Redescription
Implicit Representations and Their Procedural Status
RR and the Progressive Relaxation of Sequential Constraints
Exogenously Driven and Endogenously Driven Change
Nativism, Domain Specificity, and Piaget's Constructivism
Domain Specificity and Piagetian Theory
Domain Specificity and Abnormal Development
What Is Left of Piagetian Theory?
Modeling Development: Representational Redescription and Connectionism
Soft-Core and Hard-Core Approaches to the Modeling of Development
The Basic Architecture of Connectionist Models
Nativism and Connectionism
Domain Specificity and Connectionism
Behavioral Mastery and Connectionism
Implicit Representations and Connectionism
Explicit Representations and Connectionism
What Is Missing from Connectionist Models of Development?
There'll Be No Flowcharts in This Book!
Concluding Speculations
Table of Contents provided by Publisher. All Rights Reserved.

ISBN: 9780262611145
ISBN-10: 0262611147
Series: Bradford Books
Audience: Professional
For Ages: 18+ years old
Format: Paperback
Language: English
Number Of Pages: 256
Published: 25th September 1995
Publisher: AMITY PUB CO
Country of Publication: US
Dimensions (cm): 22.84 x 14.91  x 1.52
Weight (kg): 0.41
Edition Type: New edition