Skip to main content Accessibility help
×
Home
Hostname: page-component-55597f9d44-qcsxw Total loading time: 0.576 Render date: 2022-08-12T10:27:33.576Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "useRatesEcommerce": false, "useNewApi": true } hasContentIssue true

Studying development in the 21st Century

Published online by Cambridge University Press:  26 June 2008

Michael S. C. Thomas
Affiliation:
Centre for Brain and Cognitive Development, School of Psychology, Birkbeck, University of London, London WC1E 7HX, United Kingdom
Gert Westermann
Affiliation:
Centre for Brain and Cognitive Development, School of Psychology, Birkbeck, University of London, London WC1E 7HX, United Kingdom Department of Psychology, Oxford Brookes University, Oxford OX3 0BP, United Kingdom
Denis Mareschal
Affiliation:
Centre for Brain and Cognitive Development, School of Psychology, Birkbeck, University of London, London WC1E 7HX, United Kingdom
Mark H. Johnson
Affiliation:
Centre for Brain and Cognitive Development, School of Psychology, Birkbeck, University of London, London WC1E 7HX, United Kingdom
Sylvain Sirois
Affiliation:
School of Psychological Sciences, University of Manchester, Manchester M13 9PL, United Kingdom
Michael Spratling
Affiliation:
Centre for Brain and Cognitive Development, School of Psychology, Birkbeck, University of London, London WC1E 7HX, United Kingdom Division of Engineering, King's College London, Strand, London WC2R 2LS, United Kingdom. m.thomas@bbk.ac.ukhttp://www.psyc.bbk.ac.uk/research/DNL/gwestermann@brookes.ac.ukhttp://www.cbcd.bbk.ac.uk/people/scientificstaff/gert/d.mareschal@bbk.ac.ukhttp://www.bbk.ac.uk/psyc/staff/academic/dmareschalmark.johnson@bbk.ac.ukhttp://www.bbk.ac.uk/psyc/staff/academic/mjohnsonSylvain.Sirois@manchester.ac.ukhttp://www.psych-sci.manchester.ac.uk/staff/SylvainSiroismichael.spratling@kcl.ac.ukhttp://www.kcl.ac.uk/schools/pse/diveng/research/cmms/ms/

Abstract

In this response, we consider four main issues arising from the commentaries to the target article. These include further details of the theory of interactive specialization, the relationship between neuroconstructivism and selectionism, the implications of neuroconstructivism for the notion of representation, and the role of genetics in theories of development. We conclude by stressing the importance of multidisciplinary approaches in the future study of cognitive development and by identifying the directions in which neuroconstructivism can expand in the Twenty-first Century.

Type
Authors' Response
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Burke, S. N. & Barnes, C. A. (2006) Neural plasticity in the ageing brain. Nature Neuroscience 7(1):3040.CrossRefGoogle ScholarPubMed
Craik, F. I. M. & Bialystok, E. (2006) Cognition through the lifespan: Mechanisms of change. Trends in Cognitive Sciences 10(3):131–38.CrossRefGoogle ScholarPubMed
De Haan, M. (2007) Infant EEG and event-related potentials. Psychology Press.Google Scholar
Durston, S., Davidson, M. C., Tottenham, N., Galvan, A., Spicer, J., Fossella, J. A. & Casey, B. J. (2006) A shift from diffuse to focal cortical activity with development. Developmental Science 9(1):18.CrossRefGoogle ScholarPubMed
Finlay, B. L. & Brodsky, P. B. (2006) Cortical evolution as the expression of a program for disproportionate growth and the proliferation of areas. In: Evolution of nervous systems, ed. Kaas, J. H., pp. 7396. Oxford University Press.Google Scholar
Finlay, B. L., Darlington, R. D. & Nicastro, N. (2001) Developmental structure of brain evolution. Behavioral and Brain Sciences 24:263308.CrossRefGoogle ScholarPubMed
Freeman, W. (2001) How brains make up their minds. Columbia University Press.Google Scholar
Gottlieb, G. (1992) Individual development and evolution. Oxford University Press.Google Scholar
Gottlieb, G. (2007) Probabilistic epigenisis. Developmental Science 10:111.CrossRefGoogle Scholar
Hebb, D. O. (1949) The organization of behavior. Wiley.Google Scholar
Johnson, M. H. (2000) Functional brain development in infants: Elements of an interactive specialization framework. Child Development 71:7581.CrossRefGoogle ScholarPubMed
Johnson, M. H. (2001) Functional brain development in humans. Nature Reviews Neuroscience 2:475–83.CrossRefGoogle ScholarPubMed
Johnson, M. H. (2005) Developmental cognitive neuroscience, 2nd edition. Blackwell.Google Scholar
Karmiloff-Smith, A. (1992) Beyond modularity: A developmental perspective on cognitive science. MIT Press.Google Scholar
Kovacs, Y. & Plomin, R. (2006) Generalist genes: Implications for the cognitive sciences. Trends in Cognitive Sciences 10(5):198203.CrossRefGoogle Scholar
Li, S-C., Lindenberger, U. & Sikstrom, S. (2001) Aging cognition: From neuromodulation to representation. Trends in Cognitive Sciences 5(11):479–86.CrossRefGoogle ScholarPubMed
Marcus, G. F. & Fisher, S. E. (2003) FOXP2 in focus: What can genes tell us about speech and language? Trends in Cognitive Sciences 7(6):257–62.CrossRefGoogle ScholarPubMed
Mareschal, D. & Thomas, M. S. C. (2007) Computational modeling in developmental psychology. IEEE Transactions on Evolutionary Computation (Special Issue on Autonomous Mental Development) 11(2):137–50.Google Scholar
Mees, A. I. (1981) Dynamics of feedback systems. Wiley.Google Scholar
Nelson, C. A. & Monk, C. S. (2001) The use of event-related potentials in the study of cognitive development. In: Handbook of developmental cognitive neuroscience, ed. Nelson, C. A. & Luciana, M., pp. 125–36. MIT Press.Google Scholar
Olding-Smee, J., Laland, K. & Feldman, M. (2003) Niche construction: The neglected process in evolution. Princeton University Press.Google Scholar
Plomin, R. & Kovacs, Y. (2005) Generalist genes and learning disabilities. Psychological Bulletin 131:592617.CrossRefGoogle ScholarPubMed
Praag, H. V., Schinder, A. F., Christie, B. R., Toni, N., Palmer, T. D. & Gage, F. H. (2002) Functional neurogenesis in the adult hippocampus. Nature 415:1030–34.CrossRefGoogle ScholarPubMed
Quartz, S. R. & Sejnowski, T. J. (1997) The neural basis of cognitive development: A constructivist manifesto. Behavioral and Brain Sciences 20:537–56.CrossRefGoogle ScholarPubMed
Ramus, F. (2004) Should neuroconstructivism guide developmental research? Trends in Cognitive Sciences 8(3):100101.CrossRefGoogle ScholarPubMed
Regier, T. (1996) The human semantic potential. MIT Press.Google Scholar
Richardson, F. & Thomas, M. S. C. (2008) Critical periods and catastrophic interference effects in the development of self-organizing feature maps. Developmental Science 11(3):371–89.CrossRefGoogle ScholarPubMed
Rogers, T. T. & McClelland, J. L. (2004) Semantic cognition: A parallel distributed processing approach. MIT Press.Google Scholar
Rosenzweig, M. R. (1996) Aspects of the search for neural mechanisms of memory. Annual Review of Psychology 47:132.CrossRefGoogle Scholar
Rutter, M. (2007) Gene-environment interdependence. Developmental Science 10:1218.CrossRefGoogle ScholarPubMed
Sirois, S. & Mareschal, D. (2004) An interacting systems model of infant habituation. Journal of Cognitive Neuroscience, 16:1352–62.CrossRefGoogle ScholarPubMed
Sporns, O. (2007) What neuro-robotic models can teach us about neural and cognitive development. In: Neuroconstructivism: perspectives and prospects, Volume II, ed. Mareschal, D., Sirois, S., Westermann, G. & Johnson, M. H., pp. 179204. Oxford University Press.CrossRefGoogle Scholar
Stern, Y. (2002) What is cognitive reserve? Journal of the International Neuropsychological Society 8:448–60.CrossRefGoogle ScholarPubMed
Thatcher, R. W. (1992) Cyclic cortical reorganization during early childhood. Special Issue: The role of frontal lobe maturation in cognitive and social development. Brain and Cognition 20:2450.CrossRefGoogle Scholar
Thomas, M. S. C. (2004) From scientific research to intervention in Williams syndrome. The Williams Syndrome Foundation UK Magazine 51(Summer):2831.Google Scholar
Thomas, M. S. C. & Johnson, M. H. (2006) The computational modeling of sensitive periods. Developmental Psychobiology 48(4):337–44.CrossRefGoogle ScholarPubMed
Thomas, M. S. C. & Johnson, M. H. (2008) New advances in understanding sensitive periods in brain development. Current Directions in Psychological Science 17(1):15.CrossRefGoogle Scholar
Thomas, M. S. C. & Karmiloff-Smith, A. (2002) Are developmental disorders like cases of adult brain damage? Implications from connectionist modeling. Behavioral and Brain Sciences 25(6):727–88.CrossRefGoogle Scholar
Vargha-Khadem, F., Gadian, D. G., Copp, A. & Mishkin, M. (2005) FOXP2 and the neuroanatomy of speech and language. Nature Reviews Neuroscience 6(2):131–38.CrossRefGoogle ScholarPubMed
Westermann, G. (2001) A model of perceptual change by domain integration. In: Proceedings of the 23rd Annual Conference of the Cognitive Science Society, ed. Moore, J. D. & Stenning, K., pp. 1100–105. Erlbaum.Google Scholar
Westermann, G., Mareschal, D., Johnson, M. H., Sirois, S., Spratling, M. W. & Thomas, M. S. C. (2007) Neuroconstructivism. Developmental Science 10(1):7583.CrossRefGoogle ScholarPubMed

Save article to Kindle

To save this article to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Studying development in the 21st Century
Available formats
×

Save article to Dropbox

To save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account. Find out more about saving content to Dropbox.

Studying development in the 21st Century
Available formats
×

Save article to Google Drive

To save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account. Find out more about saving content to Google Drive.

Studying development in the 21st Century
Available formats
×
×

Reply to: Submit a response

Please enter your response.

Your details

Please enter a valid email address.

Conflicting interests

Do you have any conflicting interests? *