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Hits 61 – 80 of 198

61
A developmental perspective on modularity
Karmiloff-Smith, Annette. - : Springer, 2010
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62
Using developmental trajectories to understand developmental disorders
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 52 (2009) 2, 336-358
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63
Comprehension of metaphor and metonymy in children with Williams syndrome
In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 44 (2009) 6, 962-978
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64
Modules, genes, and evolution : what have we learned from atypical development?
In: Cognitive neuroscience (New York, 2009), 1; p. 382-400
MPI für Psycholinguistik
65
Ontogenetic development matters
In: Cognitive biology (Cambridge, MA, 2009), p. 321-334
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66
Preaching to the converted? From constructivism to neuroconstructivism : [comment]
In: Child development perspectives. - Hoboken, NJ : Wiley 3 (2009) 2, 99-102
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67
Long-term effects of preterm birth on language and literacy at eight years
Faldella, G.; Sansavini, A.; Fabbri, C.. - : Cambridge Journals, 2009
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68
Reconsidering the impact of preterm birth on language outcome
Guarini, A.; Sansavini, A.; Fabbri, C.. - : Elsevier, 2009
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69
Comprehension of metaphor and metonymy in children with Williams syndrome
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70
A cross-syndrome study of the development of holistic face recognition in children with autism, Down syndrome, and Williams syndrome
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71
Nativism versus neuroconstructivism: rethinking the study of developmental disorders
Karmiloff-Smith, Annette. - : American Psychological Association, 2009
Abstract: This article argues that one dominant position in psychology, linguistics, neuroscience, and philosophy about how genetic disorders point to the innate specification of dissociated modules in the human brain should be replaced by a dynamic, neuroconstructivist approach in which genes, brain, cognition, and environment interact multidirectionally. The article challenges current thinking about a series of questions: (a) Do significantly better scores in one domain necessarily indicate an intact module? (b) What do scores in the normal range suggest? (c) What is wrong with mental-age matching? (d) Why is the notion of an intact module unlikely? (e) Do developmental disorders suggest associations rather than dissociations? (f) Is the environment the same for atypically developing individuals? The article concludes by examining the implications of taking a neuroconstructivist approach and by arguing that human intelligence is not a state (i.e., not a collection of static, built-in modules that can be intact or impaired) but a process (i.e., the emergent property over developmental time of dynamic, multidirectional interactions between genes, brain, cognition, behavior, and environment) with domain-specific outcomes impossible without the process of development.
Keyword: Psychological Sciences
URL: https://doi.org/10.1037/a0014506
https://eprints.bbk.ac.uk/id/eprint/2460/
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72
Nativism versus neuroconstructivism: rethinking the study of developmental disorders
In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 45 (2009) 1, 56-63
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73
Language and Williams syndrome
In: Annual review of applied linguistics. - Cambridge, Mass. [u.a.] : Univ. Press 28 (2008), 191-204
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74
Specific and general underpinnings to number; parallel development
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 661
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75
From numerical concepts to concepts of number : [including open peer commentary and authors' response]
Halberda, Justin (Komm.); Lourenco, Stella F. (Komm.); Smith, Leslie (Komm.)...
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 623-687
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76
Language and Williams Syndrome
Hsu, C.F.; Karmiloff-Smith, Annette. - : Cambridge Journals, 2008
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77
High functioning children with autism spectrum disorder: A novel test of multitasking
In: Brain and cognition. - San Diego, Calif. [u.a.] : Elsevier Science 61 (2006) 1, 14-24
OLC Linguistik
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78
Speeded naming, frequency and the development of the lexicon in Williams syndrome
In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 21 (2006) 6, 721-759
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79
Modules, genes, and evolution : what have we learned from atypical development?
In: Processes of change in brain and cognitive development (Oxford, 2006), p. 563-584
MPI für Psycholinguistik
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80
Language and life history: a new perspective on the development and evolution of human language : [including open peer commentary and authors' response]
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 29 (2006) 3, 259-325
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