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Representational change, generality versus specificity, and nature versus nurture: Perennial issues in cognitive research. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00036815] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Arguments against linguistic “modularization”. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00036724] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Beyond connectionist versus classical Al: A control theoretic perspective on development and cognitive science. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00036761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Developmental psychology for the twenty-first century. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00036712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Representational redescription, memory, and connectionism. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00036773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Abstract
AbstractBeyond modularityattempts a synthesis of Fodor's anticonstructivist nativism and Piaget's antinativist constructivism. Contra Fodor, I argue that: (1) the study of cognitive development is essential to cognitive science, (2) the module/central processing dichotomy is too rigid, and (3) the mind does not begin with prespecified modules; rather, development involves a gradual process of “modularization.” Contra Piaget, I argue that: (1) development rarely involves stagelike domain-general change and (2) domainspecific predispositions give development a small but significant kickstart by focusing the infant's attention on proprietary inputs. Development does not stop at efficient learning. A fundamental aspect of human development (“representational redescription”) is the hypothesized process by which information that isina cognitive system becomes progressively explicit knowledgetothat system. Development thus involves two complementary processes of progressive modularization and progressive “explicitation.” Empirical findings on the child as linguist, physicist, mathematician, psychologist, and notator are discussed in support of the theoretical framework. Each chapter concentrates first on the initial state of the infant mind/brain and on subsequent domain-specific learning in infancy and early childhood. It then goes on to explore data on older children's problem solving and theory building, with particular focus on evolving cognitive flexibility. Emphasis is placed throughout on the status of representations underlying different capacities and on the multiple levels at which knowledge is stored and accessible. Finally, consideration is given to the need for more formal developmental models, and a comparison is made between representational redescription and connectionist simulations of development. In conclusion, I consider what is special about human cognition by speculating on the status of representations underlying the structure of behavior in other species.
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Modal knowledge and transmodularity. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00036876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Redescribing development. Behav Brain Sci 1994. [DOI: 10.1017/s0140525x00036852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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A Fodorian guide to Switzerland: Jung and Piaget combined? Behav Brain Sci 1994. [DOI: 10.1017/s0140525x00036657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Genes, development, and the “innate” structure of the mind. Behav Brain Sci 1994. [DOI: 10.1017/s0140525x00036785] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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The power of explicit knowing. Behav Brain Sci 1994. [DOI: 10.1017/s0140525x00036797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Beyond methodological solipsism? Behav Brain Sci 1994. [DOI: 10.1017/s0140525x00036803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Dissociation, self-attribution, and redescription. Behav Brain Sci 1994. [DOI: 10.1017/s0140525x0003675x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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The risks of rationalising cognitive development. Behav Brain Sci 1994. [DOI: 10.1017/s0140525x00036694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Ross HE, Freeman NH. Reviews: The Penguin Dictionary of Psychology, the Concise Dictionary of Psychology, a Student's Dictionary of Psychology, Macmillan Dictionary of Psychology, How we Understand Art: A Cognitive Developmental Account of Aesthetic Experience. Perception 1991. [DOI: 10.1068/p200057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- H E Ross
- Department of Psychology, University of Stirling, Stirling FK9 4LA, Scotland
| | - N H Freeman
- Department of Psychology, University of Bristol BS8 1HH, England
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