Beyond modularity
| Titel: | Beyond modularity : a developmental perspective on cognitive science / Annette Karmiloff-Smith |
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| Verfasser: | |
| Veröffentlicht: | Cambridge, Mass. [u.a.] : The Massachusetts Inst. of Technology Press, MIT Press, 1997 |
| Umfang: | XV, 234 S. : Ill. ; 23 cm |
| Format: | E-Book |
| Sprache: | Englisch |
| Schriftenreihe/ mehrbändiges Werk: |
Learning, development, and conceptual change A Bradford book |
| RVK-Notation: |
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Vorliegende Ausgabe: | Online-Ausg.: 1999. - Online-Ressource. |
| ISBN: | 9780585020440 (Sekundärausgabe) |
| Hinweise zum Inhalt: |
Inhaltsbeschreibung der Sammlung und Zugangshinweise
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X
- Series Foreword
- Preface
- 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
- Notes
- Bibliography
- Index
