Results for 'Annette Smith'

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  1.  11
    Annette Smith. Gobineau Et l'Histoire Naturelle. Geneva and Paris: Libraire Droz. 1984. Pp. 262.Ruth Harris - 1986 - British Journal for the History of Science 19 (3):356-357.
  2. From Meta-Processes to Conscious Access: Evidence From Children's Metalinguistic and Repair Data.Annette Karmiloff-Smith - 1986 - Cognition 23 (2):95-147.
  3. Development Itself is the Key to Understanding Developmental Disorders.Annette Karmiloff-Smith - 1998 - Trends in Cognitive Sciences 2 (10):389-398.
  4.  24
    The Child is a Theoretician, Not an Inductivist.Annette Karmiloff-Smith - 1988 - Mind and Language 3 (3):183-196.
  5.  92
    What's Special About the Development of the Human Mind/Brain?Annette Karmiloff-Smith & Andy Clark - 1993 - Mind and Language 8 (4):569-581.
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  6.  26
    If You Want to Get Ahead, Get a Theory.Annette Karmiloff-Smith & Bärbel Inhelder - 1974 - Cognition 3 (3):195-212.
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  7.  6
    Micro‐ and Macrodevelopmental Changes in Language Acquisition and Other Representational Systems.Annette Karmiloff‐Smith - 1979 - Cognitive Science 3 (2):91-118.
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  8.  89
    Précis of Beyond Modularity: A Developmental Perspective on Cognitive Science.Annette Karmiloff-Smith - 1994 - Behavioral and Brain Sciences 17 (4):693-707.
    Beyond modularityattempts a synthesis of Fodor's anticonstructivist nativism and Piaget's antinativist constructivism. Contra Fodor, I argue that: the study of cognitive development is essential to cognitive science, the module/central processing dichotomy is too rigid, and the mind does not begin with prespecified modules; rather, development involves a gradual process of “modularization.” Contra Piaget, I argue that: development rarely involves stagelike domain-general change and domainspecific predispositions give development a small but significant kickstart by focusing the infant's attention on proprietary inputs. Development (...)
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  9.  5
    Getting Developmental Differences or Studying Child Development?Annette Karmiloff-Smith - 1981 - Cognition 10 (1-3):151-158.
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  10.  20
    Constraints on Representational Change: Evidence From Children's Drawing.Annette Karmiloff-Smith - 1990 - Cognition 34 (1):57-83.
  11.  11
    On Stage: The Importance of Being a Nonconserver.Annette Karmiloff-Smith - 1978 - Behavioral and Brain Sciences 1 (2):188-190.
  12. The Cognizer's Innards: A Psychological and Philosophical Perspective on the Development of Thought.Andy Clark & Annette Karmiloff-Smith - 1993 - Mind and Language 8 (4):487-519.
  13.  29
    A New Abstract Code or the New Possibility of Multiple Codes?Annette Karmiloff Smith - 1983 - Behavioral and Brain Sciences 6 (1):149-150.
  14.  9
    The Historical Rawls: Introduction.Sophie Smith, Teresa M. Bejan & Annette Zimmermann - forthcoming - Modern Intellectual History:1-7.
    John Rawls and his work are now squarely a subject for history. In the more than fifteen years since his death, a rich body of scholarship has emerged which attempts, in different ways, to understand the nature, development, and impact of Rawls's thought from a variety of historical perspectives. With 2021 marking fifty years since A Theory of Justice was first published, this special forum examines what we here call the “historical Rawls.”.
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  15.  81
    Are Developmental Disorders Like Cases of Adult Brain Damage? Implications From Connectionist Modelling.Michael Thomas & Annette Karmiloff-Smith - 2002 - Behavioral and Brain Sciences 25 (6):727-750.
    It is often assumed that similar domain-specific behavioural impairments found in cases of adult brain damage and developmental disorders correspond to similar underlying causes, and can serve as convergent evidence for the modular structure of the normal adult cognitive system. We argue that this correspondence is contingent on an unsupported assumption that atypical development can produce selective deficits while the rest of the system develops normally (Residual Normality), and that this assumption tends to bias data collection in the field. Based (...)
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  16.  16
    Rethinking Metalinguistic Awareness: Representing and Accessing Knowledge About What Counts as a Word.Annette Karmiloff-Smith, Julia Grant, Kerry Sims, Marie-Claude Jones & Pat Cuckle - 1996 - Cognition 58 (2):197-219.
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  17.  33
    Is It Language That Makes Humans Intelligent?Jo Van Herwegen & Annette Karmiloff-Smith - 2006 - Behavioral and Brain Sciences 29 (3):298-298.
    The target article by Locke & Bogin (L&B) focuses on the evolution of language as a communicative tool. They neglect, however, that from infancy onwards humans have the ability to go beyond successful behaviour and to reflect upon language (and other domains of knowledge) as a problem space in its own right. This ability is not found in other species and may well be what makes humans unique.
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  18.  24
    Ontogeny, Genetics, and Evolution: A Perspective From Developmental Cognitive Neuroscience.Annette Karmiloff-Smith - 2006 - Biological Theory 1 (1):44-51.
    The study of genetic developmental disorders originally seemed to hold the promise for those of a nativist persuasion of demonstrating pure dissociations between different cognitive functions, as well as the existence of innately specified modules in the brain and the direct mapping of mutated genes to specific cognitive-level outcomes. However, more recent research within a neuroconstructivist perspective has challenged this promise, arguing that earlier researchers lost sight of one fundamental explanatory factor in both the typical and atypical case: the actual (...)
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  19.  8
    Human Versus Nonhuman Abilities: Is There a Difference Which Really Counts?Annette Karmiloff-Smith - 1988 - Behavioral and Brain Sciences 11 (4):589-590.
  20.  34
    Criteria for Determining the Appropriate Method for an Ethics Consultation.Martin L. Smith, Annette K. Bisanz, Ana J. Kempfer, Barbie Adams, Toya G. Candelari & Roxann K. Blackburn - 2004 - HEC Forum 16 (2):95-113.
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  21.  14
    Representational Development and Theory-of-Mind Computations.David C. Plaut & Annette Karmiloff-Smith - 1993 - Behavioral and Brain Sciences 16 (1):70-71.
  22.  31
    The Cognizer's Innards: A Philosophical and Psychological Perspective on the Development of Thought.Andy Clark & Annette Karmiloff-Smith - unknown
  23.  14
    Developmental Changes in the Critical Information Used for Facial Expression Processing.Louise Ewing, Annette Karmiloff-Smith, Emily K. Farran & Marie L. Smith - 2017 - Cognition 166:56-66.
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  24.  50
    Atypical Trajectories of Number Development: A Neuroconstructivist Perspective.Daniel Ansari & Annette Karmiloff-Smith - 2002 - Trends in Cognitive Sciences 6 (12):511-516.
  25.  57
    What Does It Mean to Claim That Something Is 'Innate'? Response to Clark, Harris, Lightfoot and Samuels.Annette Karmiloff-Smith, Kim Plunkett & Mark H. Johnson - 1998 - Mind and Language 13 (4):588-597.
  26.  7
    What Does It Mean to Claim That Something Is 'Innate'? Response to Clark, Harris, Lightfoot and Samuels.Annette Karmiloff-Smith, Kim Plunkett, Mark H. Johnson, Jeff L. Elman & Elizabeth A. Bates - 1998 - Mind and Language 13 (4):588-597.
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  27.  12
    If Metacognition Exists in Other Species, How Does It Develop?Ruth Campos & Annette Karmiloff-Smith - 2003 - Behavioral and Brain Sciences 26 (3):342-342.
    In this commentary, we raise two issues. First, we argue that in any species, the comparative study of metacognitive abilities must be approached from a developmental perspective and not solely from the adult end state. This makes it possible to explore the trajectories by which different species reach their phenotypic outcome and whether different cognitive systems interact over developmental time. Second, using our research comparing different genetic disorders in humans, we challenge the authors' claim that it is unparsimonious to interpret (...)
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  28.  19
    Residual Normality: Friend or Foe?Michael Thomas & Annette Karmiloff-Smith - 2002 - Behavioral and Brain Sciences 25 (6):772-780.
    In response to our target article, many of the commentators concentrated on our notion of Residual Normality. In our response, we focus on the questions raised by this idea. However, we also examine broader issues concerning the importance of incorporating a realistic theory of the process of development into explanations of developmental deficits.
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  29.  9
    Constructivism Without Tears.Annette Karmiloff-Smith & Mark H. Johnson - 1991 - Behavioral and Brain Sciences 14 (4):566-566.
  30. 4 Modifications in Children's.Annette Karmilqfj-Smith - 1982 - In B. De Gelder (ed.), Knowledge and Representation. Routledge & Kegan Paul. pp. 65.
     
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  31.  13
    Promissory Notes, Genetic Clocks, and Epigenetic Outcomes.Annette Karmiloff-Smith - 1997 - Behavioral and Brain Sciences 20 (2):355-359.
    I respond to three continuing commentaries on Beyondmodularity, two concerning the representational redescription (RR) framework and its attempts to account for the growing flexibility of human intelligence, and one relating to the putative mysteries of developmental timing. I discuss misunderstandings about the RR framework as well as some of its shortcomings. I strongly reject the notion of a genetic clock and go on to argue for epigenetic outcomes in which genes and environment interact during the protracted period of postnatal brain (...)
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  32.  9
    Social Cognition in Williams Syndrome: Genotype/Phenotype Insights From Partial Deletion Patients.Annette Karmiloff-Smith, Hannah Broadbent, Emily K. Farran, Elena Longhi, Dean D’Souza, Kay Metcalfe, May Tassabehji, Rachel Wu, Atsushi Senju, Francesca Happé, Peter Turnpenny & Francis Sansbury - 2012 - Frontiers in Psychology 3.
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  33.  22
    Transforming a Partially Structured Brain Into a Creative Mind.Annette Karmiloff-Smith - 1994 - Behavioral and Brain Sciences 17 (4):732-745.
  34.  5
    What Every Cognitive Psychologist Should Know About the Mind of the Child.Annette Karmiloff-Smith - 1991 - In William Kessen, Andrew Ortony & Fergus I. M. Craik (eds.), Memories, Thoughts, and Emotions: Essays in Honor of George Mandler. Lawrence Erlbaum.
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  35.  25
    Dyscalculia From a Developmental and Differential Perspective.Liane Kaufmann, Michèle M. Mazzocco, Ann Dowker, Michael von Aster, Silke M. Göbel, Roland H. Grabner, Avishai Henik, Nancy C. Jordan, Annette D. Karmiloff-Smith, Karin Kucian, Orly Rubinsten, Denes Szucs, Ruth Shalev & Hans-Christoph Nuerk - 2013 - Frontiers in Psychology 4.
  36.  13
    Modeling Language Acquisition in Atypical Phenotypes.Michael S. C. Thomas & Annette Karmiloff-Smith - 2003 - Psychological Review 110 (4):647-682.
  37.  19
    Cross-Domain Associations Between Motor Ability, Independent Exploration, and Large-Scale Spatial Navigation; Attention Deficit Hyperactivity Disorder, Williams Syndrome, and Typical Development.Emily K. Farran, Aislinn Bowler, Annette Karmiloff-Smith, Hana D’Souza, Leighanne Mayall & Elisabeth L. Hill - 2019 - Frontiers in Human Neuroscience 13.
  38.  21
    Deep Ecology as a Framework for Student Eco-Philosophical Thinking.William Smith & Annette Gough - 2015 - Journal of Philosophy in Schools 2 (1):38-55.
    Deep ecology is an ecological philosophy that promotes an ecocentric lifestyle to remedy the problems of depleting resources and planetary degradation. An integral part of this ecosophy is the process of forming a metaphysical connection to the earth, referred to as self-realisation; an unfolding of the self out into nature to attain a transcendental, non-egoic state. Findings from our research indicate that secondary school students in environment clubs align with the principles of deep ecology, and show a capacity to become (...)
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  39.  30
    The Importance of Ontogenetic Change in Typical and Atypical Development.Tessa M. Dekker & Annette Karmiloff-Smith - 2010 - Behavioral and Brain Sciences 33 (4):271-272.
    The compelling case that Anderson makes for neural reuse and against modularity as organizing principle of the brain is further supported by evidence from developmental disorders. However, to provide a full evolutionary-developmental theory of neural reuse that encompasses both typical and atypical development, Anderson's (MRH) could be further constrained by considering brain development across ontogeny.
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  40.  69
    In the Beginning Was the Song: The Complex Multimodal Timing of Mother-Infant Musical Interaction.Elena Longhi & Annette Karmiloff-Smith - 2004 - Behavioral and Brain Sciences 27 (4):516-517.
    In this commentary we raise three issues: (1) Is it motherese or song that sets the stage for very early mother-infant interaction? (2) Does the infant play a pivotal role in the complex temporal structure of social interaction? (3) Is the vocal channel primordial or do other modalities play an equally important role in social interaction?
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  41.  16
    The Right Tools for the Job?Mark Johnson & Annette Karmiloff-Smith - 1989 - Behavioral and Brain Sciences 12 (3):600-600.
  42. The Cognizer's Innards a Psychological and Philosophical Perspective on the Development of Thought.Andy Clark & Annette Karmiloff-Smith - 1991 - School of Cognitive and Computing Sciences, University of Sussex.
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  43.  7
    Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach.Emily K. Farran & Annette Karmiloff-Smith (eds.) - 2011 - Oxford University Press.
    This book is unique in presenting evidence on development across the lifespan across multiple levels of description. The authors use a well-defined disorder - Williams syndrome, to explore the impact of genes, brain development, behaviour, as well as the individual's environment on development.
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  44.  34
    Specific and General Underpinnings to Number; Parallel Development.Antonio Martins-Mourao & Annette Karmiloff-Smith - 2008 - Behavioral and Brain Sciences 31 (6):661-661.
    In this commentary, we outline an epistemological continuum between earlier and later number concepts, showing how empirical findings support the view that specific and general underpinnings to number develop in parallel in children; and we raise the question, based on cross-syndrome comparisons in infancy, as to whether exact or approximate number abilities underlie these later skills.
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  45.  11
    Why a Developmental Perspective is Critical for Understanding Human Cognition.Dean D'Souza & Annette Karmiloff-Smith - 2016 - Behavioral and Brain Sciences 39.
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  46.  15
    It's a Far Cry From Speech to Language.Maritza Rivera-Gaxiola & Annette Karmiloff-Smith - 1996 - Behavioral and Brain Sciences 19 (4):645-646.
    We agree with Müller's epigenetic view of evolution and ontogeny and applaud his multilevel perspective. With him, we stress the importance in ontogeny of progressive specialisation rather than prewired structures. However, we argue that he slips from “speech” to “language” and that, in seeking homologies, these two levels need to be kept separate in the analysis of evolution and ontogeny.
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  47.  22
    Diagnostics for Domain-Specific Constraints.Julia Grant & Annette Karmiloff-Smith - 1991 - Behavioral and Brain Sciences 14 (4):621-622.
  48.  14
    The Missing Developmental Dimension in the Network Perspective.Sam Wass & Annette Karmiloff-Smith - 2010 - Behavioral and Brain Sciences 33 (2-3):175-176.
    We welcome network theory as a tool for modelling the multi-directional interactions that characterise disease. However, we feel that Cramer et al. have neglected one important aspect: how diseases change over developmental time. We discuss principles such as fan in, fan out, bottlenecks, and common pathways, and argue that modelling these developmental aspects can be vital, particularly in deriving properly targeted treatments.
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  49.  4
    Mechanisms of Developmental Regression in Autism and the Broader Phenotype: A Neural Network Modeling Approach.Michael S. C. Thomas, Victoria C. P. Knowland & Annette Karmiloff-Smith - 2011 - Psychological Review 118 (4):637-654.
  50.  21
    Genetic Disorders and Developmental Interactions Across Cognitive Domains.Gaia Scerif & Annette Karmiloff-Smith - 2005 - Trends in Cognitive Sciences 9 (3):126-135.
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