By Sue Taylor Parker, Jonas Langer, Constance Milbrath
In response to the yearly Symposium of the Jean Piaget Society, Biology and data Revisited makes a speciality of the vintage factor of the connection among nature and nurture in cognitive and linguistic improvement, and their neurological substrates. participants hint the heritage of principles about the dating among evolution and improvement, and convey strong new conceptual structures and learn info to endure on figuring out the matter of experience-contingent mind improvement and evolution. They concentrate on methods of phenotype construction--which fills the space among genes and behavior--and show that evolutionary mental types of innate psychological modules are incompatible with what's identified approximately those tactics. This e-book offers fascinating new techniques to the advance and evolution of cognitive and linguistic skills. Returning to the vast evolutionary topic of a prior assembly, the symposium fascinated about in particular constructivist appro! aches to neurogenesis and language acquisition, and their evolution. It used to be geared up round principles in regards to the dating among improvement and evolution raised in Piaget's books. handled within the chapters of this publication, learn during this enviornment has yielded state of the art perception into behavioral affects on mind plasticity. of its subthemes run throughout--a critique of modularity versions renowned between evolutionary psychologies and the prescient but fallacious nature of Piaget's critique of the fashionable synthesis of evolution. consequently, Biology and data Revisited is meant for developmental psychologists, psycholinguists, organic anthropologists, evolutionary psychologists, and philosophers of technology.
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Extra resources for Biology and Knowledge Revisited: From Neurogenesis to Psychogenesis
In Lorenz's (1981) words, "Ethology ... is based on the fact that there are mechanisms of be havior which evolve inphylogeny exactly as organs do, so that the concept of homology can be applied to them as well as morphological structures" (Lorenz, 1981, p. 101). Consistent with this definition, ethologists have done comparative studies of species-specific behaviors, both as a means for taxonomic classification and for reconstructing the evolutionary his tory of particular behavior patterns. In contrast to some earlier formula tions, this approach sees behavior as the product of evolution rather than as the pacemaker of evolution (Eibl-Eibesfeldt, 1970; Lorenz, 1965; Tinbergen, 1963).
22) at a specific time, as analogous to stage-specific cognitive schema of assimila tion, which allows a child to acquire knowledge when presented with spe cific situations. He sees independent chreods, or "necessary routes" along canalized developmental pathways in the embryo, as analogous to dis placements or decalages among developmental pathways within related domains of cognitive development. Piaget sees homeorhesis, a form of dynamic equilibrium in embryonic development, as analogous to the process of dynamic equilibration dur ing cognitive development: The various channelings as well as the auto-corrections which assure their homeo rhetical equilibrium are under the control of a "time tally" which might as well be described as a speed control for the processes of assimilation and organization.
Inhelder, B. (1967). The child's conception of space. New York: W. W. Norton. Pinker, S. (1994). The language instinct. New York: HarperCollins. Plotkin, H. C. (1988a). Behavior and evolution. In H. C. ), The role of behavior in evolution (pp. 1-17). Cambridge, MA: MIT Press. Plotkin, H. C. (1988b). Learning and evolution. In H. C. ), The role of behavior in evolution (pp. 133-164). Cambridge, MA: MIT Press. Raff, R. A. (1996). The shape of life. Chicago: University of Chicago Press. Richards, R.
Biology and Knowledge Revisited: From Neurogenesis to Psychogenesis by Sue Taylor Parker, Jonas Langer, Constance Milbrath