By Annette Karmiloff-Smith
Taking a stand halfway among Piaget's constructivism and Fodor's nativism, Annette Karmiloff-Smith deals an exhilarating new concept of developmental switch that embraces either ways. She exhibits how every one can increase the opposite and how either are essential to a basic concept of human cognition.Karmiloff-Smith shifts the point of interest from what cognitive technological know-how can provide the examine of improvement to what a developmental point of view can supply cognitive technology. In past Modularity she treats cognitive improvement as a major theoretical device, featuring a coherent portrait of the flexibleness and creativity of the human brain because it develops from infancy to heart childhood.Language, physics, arithmetic, common-sense psychology, drawing, and writing are explored when it comes to the connection among the innate capacities of the human brain and next representational switch which makes it possible for such flexibility and creativity. Karmiloff-Smith additionally takes up the problem of the level to which improvement contains domain-specific as opposed to domain-general approaches. She concludes with discussions of nativism and area specificity in relation to Piagetian thought and connectionism, and exhibits how a developmental viewpoint can pinpoint what's lacking from connectionist versions of the mind.Formerly a learn collaborator of Piaget and Inhelder at Geneva college, Annette Karmiloff-Smith is Senior study Scientist with specified Appointment on the MRC Cognitive improvement Unit in London, and Professor of Psychology at collage university, London.
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Additional resources for Beyond modularity: a developmental perspective on cognitive science
And when a linguistic model is available , young children are clearly attentive , not to some domain -general input , but to domain -specific information relevant to language . Many data exist which demonstrate the child ' s early analysis of language as a formal domain -specific problem space (Bloom 1970; Karmiloff -Smith 1979a; Valian , 1986, 1990) . One of the examples I find particularly telling comes from the work of Petitto (1987) , 10who studied children ' s acquisition of the " " " " personal pronouns you and I in American Sign Language (ASL ) .
In the case of language, as in other areas of cognition , normally developing children are not content with using the right words and structures ; they go beyond expert usage to exploit the linguistic knowledge that they have already stored . I argue that this is possible via the repeated process of representational redescription discussed in chapter 1. Metalinguistic reflection requires flexible and manipulable linguistic representations . In every domain that we explore , two major theoretical positions divide developmentalists into rather rigidly opposing camps: either acquisition is domain general or it is domain specific .
The fundamental implication of a developmental perspective involves behavioral and representational change over time. I shall often use a later phase in a developmental sequenceto understand the status of representations underlying earlier behavior - particularly in the interesting cases where child and adult behaviors are" practically identical . This notion of representationalchangeover time will be my focus a throughout this book . It is for all these reasons that I maintain that ' developmental perspective has much to offer cognitive science s efforts to more fully understand the adult mind .