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Journal articles on the topic 'Neuroconstructivism'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 July 2024

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1

Campos, Ruth, and María Sotillo. "Constructing minds: The development of mindreading abilities in typical and atypical trajectories." Behavioral and Brain Sciences 31, no. 3 (2008): 336–37. http://dx.doi.org/10.1017/s0140525x08004111.

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AbstractFrom our deep interest in the neuroconstructivist framework, we would like to comment on two fundamental aspects of Mareschal et al.'s work: the role of neuroconstructivism for clinical work with people suffering from developmental disorders; and the relation between the process of progressive specialization and the increasing abstraction of representations in development.

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2

Westermann, Gert, Denis Mareschal, Mark H. Johnson, Sylvain Sirois, Michael W. Spratling, and Michael S. C. Thomas. "Neuroconstructivism." Developmental Science 10, no. 1 (2007): 75–83. http://dx.doi.org/10.1111/j.1467-7687.2007.00567.x.

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3

Thomas, Michael S. C., Gert Westermann, Denis Mareschal, Mark H. Johnson, Sylvain Sirois, and Michael Spratling. "Studying development in the 21st Century." Behavioral and Brain Sciences 31, no. 3 (2008): 345–56. http://dx.doi.org/10.1017/s0140525x08004202.

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AbstractIn this response, we consider four main issues arising from the commentaries to the target article. These include further details of the theory of interactive specialization, the relationship between neuroconstructivism and selectionism, the implications of neuroconstructivism for the notion of representation, and the role of genetics in theories of development. We conclude by stressing the importance of multidisciplinary approaches in the future study of cognitive development and by identifying the directions in which neuroconstructivism can expand in the Twenty-first Century.

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4

Mareschal, Denis. "From NEOconstructivism to NEUROconstructivism." Child Development Perspectives 5, no. 3 (2011): 169–70. http://dx.doi.org/10.1111/j.1750-8606.2011.00185.x.

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5

Gerrans, Philip. "Nativism, neuroconstructivism, and developmental disorder." Behavioral and Brain Sciences 25, no. 6 (2002): 757–58. http://dx.doi.org/10.1017/s0140525x02280139.

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Either genetically specified modular cognitive architecture for syntactic processing does not exist (neuroconstructivism), or there is a module but its development is so abnormal in Williams syndrome (WS) that no conclusion can be drawn about its normal architecture (moderate nativism). Radical nativism, which holds that WS is a case of intact syntax, is untenable. Specific Language Impairment and WS create a dilemma that radical nativism cannot accommodate.

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6

Ramus, Franck. "Should neuroconstructivism guide developmental research?" Trends in Cognitive Sciences 8, no. 3 (2004): 100–101. http://dx.doi.org/10.1016/j.tics.2004.01.002.

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7

Sirois, Sylvain, Michael Spratling, Michael S. C. Thomas, Gert Westermann, Denis Mareschal, and Mark H. Johnson. "Précis of Neuroconstructivism: How the Brain Constructs Cognition." Behavioral and Brain Sciences 31, no. 3 (2008): 321–31. http://dx.doi.org/10.1017/s0140525x0800407x.

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AbstractNeuroconstructivism: How the Brain Constructs Cognition proposes a unifying framework for the study of cognitive development that brings together (1) constructivism (which views development as the progressive elaboration of increasingly complex structures), (2) cognitive neuroscience (which aims to understand the neural mechanisms underlying behavior), and (3) computational modeling (which proposes formal and explicit specifications of information processing). The guiding principle of our approach is context dependence, within and (in contrast to Marr [1982]) between levels of organiza

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Karmiloff-Smith, Annette. "Preaching to the Converted? From Constructivism to Neuroconstructivism." Child Development Perspectives 3, no. 2 (2009): 99–102. http://dx.doi.org/10.1111/j.1750-8606.2009.00086.x.

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9

Karmiloff-Smith, Annette. "Nativism versus neuroconstructivism: Rethinking the study of developmental disorders." Developmental Psychology 45, no. 1 (2009): 56–63. http://dx.doi.org/10.1037/a0014506.

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Gerrans, Philip. "Nativism and Neuroconstructivism in the Explanation of Williams Syndrome." Biology & Philosophy 18, no. 1 (2003): 41–52. http://dx.doi.org/10.1023/a:1023396800448.

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11

Lickliter, Robert. "Representing development: models, meaning, and the challenge of complexity." Behavioral and Brain Sciences 31, no. 3 (2008): 342–43. http://dx.doi.org/10.1017/s0140525x08004172.

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AbstractNeuroconstructivism (Mareschal et al. 2007a) provides a useful framework for how to integrate research from different levels of analysis to model the multidimensional dynamics of development. However, the authors overlook the topic of meaning, a fundamental feature of cognition and subjective experience and also downplay the nonlinear nature of developmental causality. Neuroconstructivism is overly optimistic on the point of how well current computational models can address the challenge of complexity in developmental science.

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Foster, Jonathan, Anke van Eekelen, and Eugen Mattes. "Neuroconstructivism: Evidence for later maturation of prefrontally mediated executive functioning." Behavioral and Brain Sciences 31, no. 3 (2008): 338–39. http://dx.doi.org/10.1017/s0140525x08004135.

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AbstractThe authors of this commentary concur with the viewpoint presented by Mareschal et al. (2007a; 2007b) concerning the relevance of neurological data when theorizing about cognitive development. However, we argue here that Mareschal et al. fail to consider adequately the relevance of reorganizational brain events occurring through adolescence and early adulthood, especially regarding the prefrontal cortex and the ontogeny of executive functioning. In addition, evidence from the lifespan neurodevelopmental literature indicates that increased activity of neural networks may signify less ef

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13

Bateson, Patrick. "A good approach to neural and behavioural development but would be even better if set in a broader context." Behavioral and Brain Sciences 31, no. 3 (2008): 334–35. http://dx.doi.org/10.1017/s0140525x08004093.

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AbstractAn attractive feature of Neuroconstructivism, Vol. I: How the Brain Constructs Cognition is its emphasis on the active role of the individual in neural and behavioural development and the importance of the interplay with the environment. Certain aspects of development are omitted, however, such as specializations for the distinctive ecologies of infancy and childhood and the scaffolding-like features of behaviour seen during development. It was also a pity that so little credit was given to many scientists who have contributed to just those aspects of development on which the authors f

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14

Campos, Ruth, Carmen Nieto, and María Núñez. "Research domain criteria from neuroconstructivism: A developmental view on mental disorders." Wiley Interdisciplinary Reviews: Cognitive Science 10, no. 3 (2018): e1491. http://dx.doi.org/10.1002/wcs.1491.

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15

Farina, Mirko. "Three Approaches to Human Cognitive Development: Neo-nativism, Neuroconstructivism, and Dynamic Enskillment." British Journal for the Philosophy of Science 67, no. 2 (2016): 617–41. http://dx.doi.org/10.1093/bjps/axu026.

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16

Richter, Matthias. "Die Konfusion der Identitätstheorie mit dem Neurokonstruktivismus und deterministischen Naturalismus – demonstriert am Ansatz von Michael Pauen." Deutsche Zeitschrift für Philosophie 67, no. 2 (2019): 211–31. http://dx.doi.org/10.1515/dzph-2019-0017.

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Abstract Representatives of ‘philosophy of mind’ such as Michael Pauen think about the issue of mind and brain as if they were solving a linguistic puzzle. At first glance this approach appears to be particularly objective, but actually it contains misleading simplifications, logical failures and categorical mistakes at crucial points in the train of thought. This article demonstrates that the claim of identity of mind and brain only makes sense if one presupposes neuroconstructivism and strong naturalism already in the very composition of the identity-oriented argument. According to naturalis

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17

Gerrans, Philip. "La lecture de pensée pour débutants." Articles 33, no. 1 (2006): 125–45. http://dx.doi.org/10.7202/012950ar.

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Résumé Certains psychologues évolutionnistes (PE) adoptent un nativisme fort à propos de la théorie de l’esprit (TDE). Ils soutiennent que le développement de la compétence cognitive spécialisée nécessaire à la TDE requiert une spécification génétique de la trajectoire développementale d’un système cognitif spécialisé. La PE arrive à cette conclusion en se basant sur des arguments conceptuels qui concernent l’inadéquation du neuroconstructivisme tabula rasa (neuroconstructivisme fort) et sur les données empiriques fournies par la psychologie du développement et la neuropsychologie. Je soutiens

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18

Allen, James R. "Constructivist and Neuroconstructivist Transactional Analysis." Transactional Analysis Journal 39, no. 3 (2009): 181–92. http://dx.doi.org/10.1177/036215370903900302.

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19

Rinaldi, Luca, and Annette Karmiloff-Smith. "Intelligence as a Developing Function: A Neuroconstructivist Approach." Journal of Intelligence 5, no. 2 (2017): 18. http://dx.doi.org/10.3390/jintelligence5020018.

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20

Thomas, Michael S. C., Frank D. Baughman, and Henri Lehalle. "Neuroconstructivisme : comprendre les trajectoires développementales typiques et atypiques." Enfance N° 3, no. 3 (2014): 205–36. http://dx.doi.org/10.3917/enf1.143.0205.

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Thomas, Michael S. C., and Frank D. Baughman. "Neuroconstructivisme : comprendre les trajectoires développementales typiques et atypiques." Enfance 2014, no. 03 (2014): 205–36. http://dx.doi.org/10.4074/s0013754514003036.

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22

Ansari, Daniel, and Annette Karmiloff-Smith. "Atypical trajectories of number development: a neuroconstructivist perspective." Trends in Cognitive Sciences 6, no. 12 (2002): 511–16. http://dx.doi.org/10.1016/s1364-6613(02)02040-5.

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23

Klein-Tasman, Bonita P. "Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach." Child Neuropsychology 19, no. 5 (2013): 557–59. http://dx.doi.org/10.1080/09297049.2012.729029.

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24

Karmiloff-Smith, Annette. "From constructivism to neuroconstructivism: Did we still fall into the foundationalism/encodingism trap? Commentary on “Stepping off the pendulum: Why only an action-based approach can transcend the nativist–empiricist debate” by J. Allen and M. Bickhard." Cognitive Development 28, no. 2 (2013): 154–58. http://dx.doi.org/10.1016/j.cogdev.2013.01.007.

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25

Westermann, Gert, and Nicolas Ruh. "A neuroconstructivist model of past tense development and processing." Psychological Review 119, no. 3 (2012): 649–67. http://dx.doi.org/10.1037/a0028258.

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26

Quadrelli, Ermanno, and Chiara Turati. "Origins and development of mirroring mechanisms: A neuroconstructivist framework." British Journal of Developmental Psychology 34, no. 1 (2015): 6–23. http://dx.doi.org/10.1111/bjdp.12110.

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27

KARMILOFF-SMITH, A. "The tortuous route from genes to behavior: A neuroconstructivist approach." Cognitive, Affective, & Behavioral Neuroscience 6, no. 1 (2006): 9–17. http://dx.doi.org/10.3758/cabn.6.1.9.

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28

Oliver, Andrew, Mark H. Johnson, Annette Karmiloff-Smith, and Bruce Pennington. "Deviations in the emergence of representations: a neuroconstructivist framework for analysing developmental disorders." Developmental Science 3, no. 1 (2000): 1–23. http://dx.doi.org/10.1111/1467-7687.00094.

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29

Marcus, David J., and Charles A. Nelson. "Neural Bases and Development of Face Recognition in Autism." CNS Spectrums 6, no. 1 (2001): 36–44. http://dx.doi.org/10.1017/s1092852900022872.

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AbstractThis paper critically examines the literature on face recognition in autism, including a discussion of the neural correlates of this ability. The authors begin by selectively reviewing the behavioral and cognitive neuroscience research on whether faces are represented by a “special” behavioral and neural system—one distinct from object processing. The authors then offer a neuroconstructivist model that attempts to account for the robust finding that certain regions in the inferior temporal cortex are recruited in the service of face recognition. This is followed by a review of the evid

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30

Cornish, Kim. "E. K. Farran and A. Karmiloff-Smith: Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach." Journal of Autism and Developmental Disorders 43, no. 3 (2013): 752. http://dx.doi.org/10.1007/s10803-013-1761-7.

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31

Viana-Sáenz, Lourdes, Sylvia Sastre-Riba, Maria Luz Urraca-Martínez, and Juan Botella. "Measurement of Executive Functioning and High Intellectual Ability in Childhood: A Comparative Meta-Analysis." Sustainability 12, no. 11 (2020): 4796. http://dx.doi.org/10.3390/su12114796.

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From a neuroconstructivist approach and a developmental model of high intellectual ability (HIA), it is argued that the management of intellectual resources through executive functioning (EF) is one of the factors influencing the expression of high potential. The main objective is to determine the effectiveness of measures of executive functioning used comparing schoolchildren with HIA and those of average intelligence. A meta-analysis was carried out on a selection of 17 studies for a total sample of 1518 children with either HIA or an average level of intelligence. Pooled estimates of effect

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32

Martínez Castilla, Pastora. "La teoría del muestreo temporal aplicada a los trastornos del lenguaje: análisis desde una perspectiva neuroconstructivista." Revista de Neurología 73, no. 11 (2021): 394. http://dx.doi.org/10.33588/rn.7311.2021204.

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33

Lorusso, Maria Luisa, Simona Travellini, Marisa Giorgetti, Paola Negrini, Gianluigi Reni, and Emilia Biffi. "Semi-Immersive Virtual Reality as a Tool to Improve Cognitive and Social Abilities in Preschool Children." Applied Sciences 10, no. 8 (2020): 2948. http://dx.doi.org/10.3390/app10082948.

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Virtual reality (VR) creates computer-generated virtual environments where users can experience and interact in a similar way as they would do in real life. VR systems are increasingly being used for rehabilitation goals, mainly with adults, but also with children, extending their application to the educational field. This report concerns a study of the impact of a semi-immersive VR system in a group of 25 children in a kindergarten context. The children were involved in several different games and activity types, specifically developed with the aim of learning specific skills and foster team

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34

Filippi, Roberto, Dean D’Souza, and Peter Bright. "A developmental approach to bilingual research: The effects of multi-language experience from early infancy to old age." International Journal of Bilingualism 23, no. 5 (2018): 1195–207. http://dx.doi.org/10.1177/1367006917749061.

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Aims and objectives: In this commentary article we consider the benefits of adopting a neuroconstructivist approach in the study of bilingualism in order to promote empirical and theoretical progress on the fiercely debated issue of whether bilingualism confers genuine cognitive advantages. Significance/implications: Although there is a general consensus that exposure to multilingual environments does not impair cognitive development, there are still doubts on the possible beneficial advantages of bilingualism. Critics argue that the evidence for this advantage might have been confounded by un

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Del Popolo Cristaldi, Fiorella, Lisa Toffoli, Gian Marco Duma, and Giovanni Mento. "Little fast, little slow, should I stay or should I go? Adapting cognitive control to local-global temporal prediction across typical development." PLOS ONE 18, no. 2 (2023): e0281417. http://dx.doi.org/10.1371/journal.pone.0281417.

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Adaptive cognitive control (CC), the ability to adjust goal-directed behavior according to changing environmental demand, can be instantiated bottom-up by implicit knowledge, including temporal predictability of task-relevant events. In S1-S2 tasks, either local (trial-by-trial hazard expectation) or global (block-by-block expectation) temporal information can induce prediction, allowing for proactive action control. Recent developmental evidence showed that adaptive CC based on global temporal prediction emerges earlier than when it is based on the local one only. However, very little is know

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36

Carroll, Julia. "Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach E.K.Farran & A.Karmiloff-Smith (Eds.) Oxford: Oxford University Press, 2012. pp. 408, £49.95 (hb). ISBN: 978-0-19-959481-8." Child and Adolescent Mental Health 18, no. 4 (2013): 255–56. http://dx.doi.org/10.1111/camh.12047_3.

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37

Lin, Shu-Kun. "Neurodevelopmental Disorders across the Lifespan: A Neuroconstructivist Approach. Edited by Emily K. Farran and Annette Karmiloff-Smith, Oxford University Press, 2012; 394 pages. Price: £49.99, ISBN 978-0-19-959481-8." Brain Sciences 3, no. 4 (2013): 84–86. http://dx.doi.org/10.3390/brainsci3010084.

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38

Tokuhama-Espinosa, Tracey, and Cynthia Borja. "Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?" Frontiers in Education 8 (August 1, 2023). http://dx.doi.org/10.3389/feduc.2023.1215510.

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Recent advances in pedagogical research have called attention to the dynamic nature of the teaching and learning process in which the actors mutually influence one another. The understanding of how this works in the brain—the specialized neural networks related to this process—is often limited to neuroscientists but are slowly becoming available to other learning scientists, including teachers. A transdisciplinary approach combining the best information about observable teaching-learning processes from education with newer information from the neurosciences may aid in resolving fundamental que

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39

Astle, Duncan E., Mark H. Johnson, and Danyal Akarca. "Toward computational neuroconstructivism: a framework for developmental systems neuroscience." Trends in Cognitive Sciences, May 2023. http://dx.doi.org/10.1016/j.tics.2023.04.009.

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40

Urraca-Martínez, MᵃLuz, and Sylvia Sastre-Riba. "Cognitive Flexibility in Schoolchild Through the Graphic Representation of Movement." Frontiers in Psychology 11 (January 13, 2021). http://dx.doi.org/10.3389/fpsyg.2020.624922.

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Neuroconstructivism postulates the progressive complexity of mental representation over the course of cognitive development and the role of the graphic representation of movement in the transformation of mental schemas, cognitive flexibility, and representational complexity. This study aims to: (1) understand children’s resources in the drawing of movement (5–8 years); and (2) verify whether there are differences in the graphic representation of movement as an indicator of cognitive flexibility. The participants were N = 240 children aged 5–8 years; 1,440 drawings were collected representing 2

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41

Kissné, Réka, Réka Zsámboki, and László Varga. "Természet- és életközeli nevelés a reformpedagógiai törekvések és a neurokonstruktivista tanuláselmélet párhuzamainak tükrében • Nature- and Experience-Based Education in the Light of Theoretical Parallels to Reform Pedagogy and Neuroconstructivism." Magyar Tudomány, March 1, 2023. http://dx.doi.org/10.1556/2065.184.2023.3.2.

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42

Campos, Ruth, and Carmen Nieto. "When dyadic interaction is the context: Mimicry behaviors on the origin of imitation." Behavioral and Brain Sciences 40 (2017). http://dx.doi.org/10.1017/s0140525x16001862.

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AbstractKeven & Akins (K&A) redefine some of the neonatal imitation (NI) behaviors as developmental stereotypes. From a neuroconstructivist framework, those early gestures are also far from being considered as imitative behaviors. The cognitive substrate of imitation requires an interactive context to develop. Prior to intentional imitation, the dyad shows mimicry behaviors, which are automatic, but do not fade through development.

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43

"Supplemental Material for A Neuroconstructivist Model of Past Tense Development and Processing." Psychological Review, 2012. http://dx.doi.org/10.1037/a0028258.supp.

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44

Plusquellec, A., and L. Vandromme. "Point de vue neuroconstructiviste : modèle développemental du trouble du spectre de l’autisme." Neuropsychiatrie de l'Enfance et de l'Adolescence, September 2023. http://dx.doi.org/10.1016/j.neurenf.2023.09.003.

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45

Romero-Rivas, Carlos, Sara Rodríguez-Cuadrado, Lucía Sabater, et al. "Beyond the conservative hypothesis: a meta-analysis of lexical-semantic processing in Williams syndrome." Language and Cognition, May 17, 2023, 1–25. http://dx.doi.org/10.1017/langcog.2023.15.

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Abstract Williams syndrome (WS) is a rare genetic disorder, characterised at the cognitive level by a phenotypic pattern of relative weaknesses (e.g., visuospatial skills) and strengths (e.g., some linguistic and nonverbal reasoning skills). In this study, we performed a systematic search and meta-analysis on lexical-semantic processing in WS, an area of knowledge in which contradictory results have been obtained. We found 42 studies matching our criteria, and, in total, 78 effect sizes were included in the meta-analysis. Results showed that individuals with WS have worse lexical-semantic skil

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46

Martínez, Verónica, Vanesa Pérez, María Aránzazu Antón, Manuela Miranda, and Patricio Vergara. "Longitudinal profiles of late phonological development in children with Williams syndrome." Frontiers in Communication 9 (April 16, 2024). http://dx.doi.org/10.3389/fcomm.2024.1386899.

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Williams syndrome (WS) is a genetic neurodevelopmental disorder characterized by language skills above what is expected considering non-verbal intelligence. Research on phonological development is scarce, with many studies focusing on grammar in children and adolescents. In one of our previous studies transversally explored the profiles of late phonological development in Spanish-speaking WS children, adolescents, and adults, while our objective is to longitudinally determine these profiles for WS children based on present error indexes in spontaneous speech. Participants were seven WS childre

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47

Waber, Deborah P., Ellen C. Boiselle, Ayse D. Yakut, Carrie P. Peek, Kristine E. Strand, and Jane H. Bernstein. "Developmental Dyspraxia in Children With Learning Disorders: Four-Year Experience in a Referred Sample." Journal of Child Neurology, October 25, 2020, 088307382096691. http://dx.doi.org/10.1177/0883073820966913.

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Objective: The term apraxia is clearly understood in adult behavioral neurology, with assessment of gesture central to the diagnosis. In contrast, the concept of “developmental dyspraxia” has been more problematic. In an effort to better specify its potential significance, we describe preliminary practice-based evidence for understanding developmental dyspraxia acquired within a theoretical framework informed by both adult behavioral neurology and a neuroconstructivist appreciation of neurodevelopmental disorders. Specifically, we describe the experience of a diagnostic clinic for children wit

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