Taking a stand midway between Piaget's constructivism and Fodor's nativism, Annette Karmiloff-Smith offers an exciting new theory of developmental change that embraces both approaches. She shows how each can enrich the other and how both are necessary to a fundamental theory of human cognition. Karmiloff-Smith shifts the focus from what cognitive science can offer the study of development to what a developmental perspective can offer cognitive science. In Beyond Modularity she treats cognitive development as a serious theoretical tool, presenting a coherent portrait of the flexibility and creativity of the human mind as it develops from infancy to middle childhood. Language, physics, mathematics, commonsense psychology, drawing, and writing are explored in terms of the relationship between the innate capacities of the human mind and subsequent representational change which allows for such flexibility and creativity. Karmiloff-Smith also takes up the issue of the extent to which development involves domain-specific versus domain-general processes. She concludes with discussions of nativism and domain specificity in relation to Piagetian theory and connectionism, and shows how a developmental perspective can pinpoint what is missing from connectionist models of the mind.

Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed. Among these themes are: Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis. To postulate innate knowledge is not to deny that humans can acquire new concepts. It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-specific mechanisms. The problems of induction with respect to concept acquisition are even harder than originally thought.

Modularity—the attempt to understand systems as integrations of partially independent and interacting units—is today a dominant theme in the life sciences, cognitive science, and computer science. The concept goes back at least implicitly to the Scientific (or Copernican) Revolution, and can be found behind later theories of phrenology, physiology, and genetics; moreover, art, engineering, and mathematics rely on modular design principles. This collection broadens the scientific discussion of modularity by bringing together experts from a variety of disciplines, including artificial life, cognitive science, economics, evolutionary computation, developmental and evolutionary biology, linguistics, mathematics, morphology, paleontology, physics, theoretical chemistry, philosophy, and the arts. The contributors debate and compare the uses of modularity, discussing the different disciplinary contexts of "modular thinking" in general (including hierarchical organization, near-decomposability, quasi-independence, and recursion) or of more specialized concepts (including character complex, gene family, encapsulation, and mosaic evolution); what modules are, why and how they develop and evolve, and the implication for the research agenda in the disciplines involved; and how to bring about useful cross-disciplinary knowledge transfer on the topic. The book includes a foreword by the late Herbert A. Simon addressing the role of near-decomposability in understanding complex systems. Contributors: Lee Altenberg, Lauren W. Ancel-Meyers, Carl Anderson, Robert B. Brandon, Angela D. Buscalioni, Raffaele Calabretta, Werner Callebaut, Anne De Joan, Rafael Delgado-Buscalioni, Gunther J. Eble, Walter Fontana, Fernand Gobet, Alicia de la Iglesia, Slavik V. Jablan, Luigi Marengo, Daniel W. McShea, Jason Mezey, D. Kimbrough Oller, Domenico Parisi, Corrado Pasquali, Diego Rasskin-Gutman, Gerhard Schlosser, Herbert A. Simon, Roger D. K. Thomas, Marco Valente, Boris M. Velichkovsky, Gunter P. Wagner, Rasmus G. Winter Vienna Series in Theoretical Biology

This influential festschrift honours the legacy of Annette Karmiloff-Smith, a seminal thinker in the field of child development and a pioneer in developmental cognitive neuroscience. The current volume brings together many of the researchers, collaborators and students who worked with Professor Karmiloff-Smith to show how her ideas have influenced and continue to influence their own research. Over four parts, each covering a different phase or domain of Karmiloff-Smith’s research career, leading developmental psychologists in cognition, neuroscience and computer science reflect on her extensive contribution, from her early work with Piaget in Geneva to her innovative research project investigating children with Down syndrome to understand the mechanisms of Alzheimer’s disease. The chapters provide a mix of cutting-edge science and reminiscence, providing a fascinating insight into the historical contexts in which many of Annette’s theoretical insights arose, including such ideas as the microgenetic approach, representational redescription and neuroconstructivism. The chapters also provide updates about how earlier theoretical ideas have stood the test of time, and present unpublished data from the early years of Annette’s career. Taking Development Seriously is essential reading for students and scholars in child development and developmental neuroscience.

In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major practical theoretical contributions. This influential volume of papers, chosen by Professor Annette Karmiloff-Smith before she passed away, recognises her major contribution to the field of developmental psychology. Published over a 40-year period, the papers included here address the major themes that permeate through Annette’s work: from typical to atypical development, genetics and computation modelling approaches, and neuroimaging of the developing brain. A newly written introduction by Michael S. C. Thomas and Mark H. Johnson gives an overview of her research journey and contextualises her selection of papers in relation to changes in the field over time. Thinking Developmentally from Constructivism to Neuroconstructivism: Selected Works of Annette Karmiloff-Smith is of great interest to researchers and postgraduates in child development specialising in atypical development, developmental disorders, and developmental neuroscience. It also has appeal to clinical neuropsychologists and rehabilitation professionals.

This book offers a global presentation of issues under study for improving science education research in the context of the knowledge-based society at a European and international level. It includes discussions of several theoretical approaches, research overviews, research methodologies, and the teaching and learning of science. It is based on papers presented at the Third International Conference of the European Science Education Research Association (Thessaloniki, Greece, August 2001).