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.

Metadata

Item Type:	Article
Keyword(s) / Subject(s):	neuroconstructivism, domain relevance, emergent domain specificity, plasticity, developmental time, evolution
School:	Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences
Research Centres and Institutes:	Brain and Cognitive Development, Centre for (CBCD)
Depositing User:	Administrator
Date Deposited:	21 Dec 2010 10:53
Last Modified:	02 Aug 2023 16:52
URI:	https://eprints.bbk.ac.uk/id/eprint/2461

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