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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.

Constructivism (Psychology) --- Modularity (Psychology) in children --- Cognition chez l'enfant --- Constructivisme (Psychologie) --- Modularité chez l'enfant --- Nativisme (Psychologie) --- Modularity (Psychology) in children. --- Constructivism (Psychology). --- Modularité chez l'enfant --- Cognition in children --- Nativism (Psychology) --- Human Development --- Age Groups --- Mental Processes --- Growth and Development --- Behavior and Behavior Mechanisms --- Persons --- Psychological Phenomena and Processes --- Physiological Processes --- Named Groups --- Psychiatry and Psychology --- Physiological Phenomena --- Phenomena and Processes --- Child --- Cognition --- Infant --- Child Development --- Social Sciences --- Psychology --- Infant Development --- Development, Child --- Development, Infant --- Psychology, Child --- Growth --- Infants --- Cognitive Function --- Cognitions --- Cognitive Functions --- Function, Cognitive --- Functions, Cognitive --- Children --- Minors --- Physiological Concepts --- Physiological Phenomenon --- Physiological Process --- Concept, Physiological --- Concepts, Physiological --- Phenomena, Physiological --- Phenomenas, Physiological --- Phenomenon, Physiological --- Physiological Concept --- Process, Physiological --- Processes, Physiological --- Psychologic Processes --- Psychologic Processes and Principles --- Psychological Processes --- Phenomena, Psychological --- Processes, Psychologic --- Processes, Psychological --- Psychological Phenomenas --- Psychological Processe --- Person --- Development and Growth --- Developmental Biology --- Human Information Processing --- Information Processing, Human --- Age Group --- Group, Age --- Groups, Age --- Development, Human --- Psychology, Developmental --- Innateness (Psychology) --- Innatism (Psychology) --- Nature and nurture --- Child psychology --- Cognition (Child psychology) --- Thought and thinking in children --- Cognitive psychology --- Cognition in children. --- Nativism (Psychology). --- Humans --- Age Groups. --- Behavior and Behavior Mechanisms. --- Child Development. --- Child. --- Cognition. --- Growth and Development. --- Human Development. --- Infant. --- Mental Processes. --- Named Groups. --- Persons. --- Phenomena and Processes. --- Physiological Phenomena. --- Physiological Processes. --- Psychiatry and Psychology. --- Psychological Phenomena and Processes. --- Psychology. --- Social Sciences. --- COGNITIVE SCIENCES/General --- COGNITIVE SCIENCES/Psychology/Cognitive Psychology

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Developmental psychology --- Physiology: reproduction & development. Ages of life

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Language acquisition --- Children --- Langage --- Enfants --- Language --- Acquisition

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