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Self. --- Connectionism. --- Nativism (Psychology) --- Community psychology. --- Psychology, Applied --- Social psychology --- Innateness (Psychology) --- Innatism (Psychology) --- Nature and nurture --- Psychology --- Connexionism --- Cognition --- Personal identity --- Consciousness --- Individuality --- Mind and body --- Personality --- Thought and thinking --- Will

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Cognitive psychology --- Artificial intelligence. Robotics. Simulation. Graphics --- Theory of knowledge --- Nature and nurture. --- Connectionism. --- Nativism (Psychology) --- Nativism (Psychology). --- Connexionism --- Cognition --- Environment --- Genetics and environment --- Heredity and environment --- Nature --- Nature versus nurture --- Nurture and nature --- Genetics --- Heredity --- Human beings --- Innateness (Psychology) --- Innatism (Psychology) --- Nature and nurture --- Psychology --- Nurture --- Effect of environment on --- Environment and genetics --- Environment and heredity --- COGNITIVE SCIENCES/General --- COGNITIVE SCIENCES/Psychology/Cognitive Psychology

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Originally proposed in 1975, the transactional model has become central to understanding the interplay of nature and nurture in explaining the development of positive and negative outcomes for children. Although scientists have long acknowledged that nature and nurture work together in producing positive or negative developmental outcomes, such cooperation has been difficult to demonstrate because of inadequate conceptual models, experimental designs or statistical methodologies. This book documents the state-of-the-art research in developmental psychology for overcoming these inadequacies, and present new ideas for future work.The book is divided into five parts. Part One introduces the transactional model and designs for transactional research. Parts Two and Three focus on the predictive power of the transactional model and the many social settings that contribute to child progress. Part Two specifically examines the relations between infants and children and their parents, focusing on the relationship between child characteristics and behaviors and parents' child-rearing beliefs and behavior. Part Three broadens the perspective on child development to include the effects of the interplay among children and parents, neighborhood, school, ethnic, and socioeconomic environments. Parts Four and Five discuss new directions in transactional psychology and examine the idea of the transaction itself.

Genetic psychology --- Developmental psychology --- Nativism (Psychology) --- Nature and nurture --- Psychologie génétique --- Psychologie du développement --- Nativisme (Psychologie) --- Hérédité et milieu --- Child Development --- Environment --- Behavioral Genetics --- Parent-Child Relations --- Personality Development --- Child Psychology --- Ontwikkeling van het kind --- Ontwikkelingspsychologie --- Psychologie génétique --- Psychologie du développement --- Hérédité et milieu --- Genetics and environment --- Heredity and environment --- Nature --- Nature versus nurture --- Nurture and nature --- Genetics --- Heredity --- Human beings --- Innateness (Psychology) --- Innatism (Psychology) --- Psychology --- Human genetics --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Nurture --- Effect of environment on --- Genetic psychology. --- Developmental psychology. --- Nature and nurture. --- Environment and genetics --- Environment and heredity

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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