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Preaching to the converted? from constructivism to neuroconstructivism

Karmiloff-Smith, Annette (2009) Preaching to the converted? from constructivism to neuroconstructivism. Child Development Perspectives 3 (2), pp. 99-102. ISSN 1750-8592.

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Official URL: http://dx.doi.org/10.1111/j.1750-8606.2009.00086.x

Abstract

It is argued that neuroconstructivism offers the strongest middle ground between nativism and empiricism, and that two domain-general mechanisms—statistical learning and associative learning—do not suffice to explain alone the intricacies of brain development and emergent domain specificity.

Item Type: Article
Keyword(s) / Subject(s): neuroconstructivism, domain relevance, emergent domain specificity, plasticity, developmental time, evolution
School or Research Centre: Birkbeck Schools and Research Centres > School of Science > Psychological Sciences
Depositing User: Administrator
Date Deposited: 21 Dec 2010 10:53
Last Modified: 17 Apr 2013 12:19
URI: http://eprints.bbk.ac.uk/id/eprint/2461

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