ATTENTION AND PERFORMANCE XXI
Editors
Y. Munakata and M. H. Johnson
2005 OXFORD UNIVERSITY PRESS
CONTENTS
ASSOCIATION LECTURE
| T. SHALLICE, Contrasting domains in the control of action: The routine and the non-routine |
3 |
Topic 1 - LEARNING MECHANISMS
| J. L. MCCLELLAND, How far can you go with Hebbian learning, and when does it lead you astray? |
33 |
| T. R. SHULTZ, Constructive learning in the modelling of psychological development |
61 |
| R. L. GOMEZ, Dynamically guided learning |
87 |
| L. MARKSON, Core mechanisms of word learning |
111 |
Topic 2 - CONSTRAINTS ON LEARNING
| B. FINLAY, D. CHEUNG & R. B. DARLINGTON, Developmental constraints on or developmental structure in brain evolution? |
131 |
| R. BAILLARGEON, J. LI, Y. LUO, and S. WANG, Under what conditions do infants detect continuity violations? |
163 |
| F. SIMION, C. TURATI, E. VALNEZA & I. LEO, The emergence of cognitive specialization in infancy: The case of face preference |
189 |
| H. HAYNE, Age-related changes in infant memory retrieval: Implication for knowledge acquisition |
209 |
| K. PLUNKETT, Learning how to be flexible with words |
233 |
| G. CSIBRA & G. GERGELY, Social learning and social cognition: The case for pedagogy |
249 |
| I. GAUTHIER, Commentary: Constraints on the acquisition of specialization for face processing275
|
275 |
Topic 3 - REPRESENTATIONAL CHANGE
| H. J. NEVILLE, Different profiles of plasticity within human cognition |
287 |
| M. S. C. THOMAS and F. M RICHARDSON: Atypical representational change: Conditions for the emergence of atypical modularity |
315 |
| A. GOPNIK and C. GLYMOUR, A brand new ball game: Bayes net and neural net learning mechanisms in young children
|
349 |
Topic 4 - REPRESENTATIONAL INTEGRATION AND DISSOCIATION
| R. O'REILLY, Modelling integration and dissociation in brain and cognitive development |
375 |
| K. DOBKINS, Enhanced red/green color input to motion processing in infancy: Evidence for increasing dissociation of color and motion and information during development |
403 |
| D. MARESCHAL and A. J. BREMNER, When do 4-month olds remember the 'what' and 'where' of hidden objects? |
427 |
| D. MAURER and C. J. MONDLOCH, The infant as synaesthete?
|
449 |
| S. CAREY and B. W. SARNECKA, The development of human conceptual representations: A case study |
473 |
Topic 5 - WHAT HAVE WE LEARNED (OR CAN WE LEARN) FROM COGNITIVE NEUROSCIENCEABOUT DEVELOPMENTAL CHANGE
| L. NADEL and A. HUPBACH, Species comparisons in development: The case of the geometric 'module' |
499 |
| B. J. CASEY, D. AMSO, and M. C. DAVIDSON, Learning about learning and development with modern imaging technology |
513 |
| J. STILES, B. PAUL, and J. HESSELINK, Spatial cognitive development following early focal brain injury: Evidence for adaptive change in brain and cognition |
535 |
| A. KARMILOFF-SMITH, Modules, genes and evolution: What have we learned from atypical development? |
563 |
| M. S. SEIDENBERG and J. D. ZEVIN, Connectionist models in developmental cognitive neuroscience: Critical periods and the paradox of success |
585 |
FINALE
| R, N ASLIN, Processes of change in brain and cognitive development: The final word |
613 |