Modularity and Constraints in Language and Cognition: The Minnesota Symposia on Child Psychology, Volume 25

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  • Edition: 1st
  • Format: Hardcover
  • Copyright: 1992-09-01
  • Publisher: Psychology Pres

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One of the central problems in the study of modern cognition is the degree to which higher cognition is modularized: that is, how much are higher functions carried out by domain-specific, specialized, cognitive subsystems, rather than a highly general cognitive learning and inferring device? To date, ideas and proposals about modularity have been best developed in the study of vision and grammar. In the present volume, the usefulness of approaches employing modularity and domain specificity are further explored in papers on the development of biological thought, word meaning, symbols, and emotional development, as well as in the core area of grammar itself, by leading researchers in these fields. The volume also contains an introduction to some basic ideas and concepts in the study of modularity and domain-specificity, and some critical discussion of the overall problems of the modularity constraints approach to analyzing development.

Table of Contents

Prefacep. ix
Constraints, Modules, and Domain Specificity: An Introductionp. 1
Referencesp. 23
Modularity and Constraints in Early Lexical Acquisition: Evidence from Children's Early Language and Gesturep. 25
Referencesp. 55
Constraints on Word Learning: Speculations About Their Nature, Origins, and Domain Specificityp. 59
Acknowledgmentsp. 95
Referencesp. 96
The Origins of an Autonomous Biologyp. 103
Acknowledgmentsp. 135
Acknowledgmentsp. 135
Language, Affect, and Social Orderp. 139
Appendixp. 172
Acknowledgmentsp. 176
Referencesp. 176
The Logical and Extrinsic Sources of Modularityp. 179
Referencesp. 209
Beyond Modulesp. 213
What Do Developmental Psychologists Really Want?p. 221
Referencesp. 231
Author Indexp. 233
Subject Indexp. 239
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