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Published: 9 March 2023

Last updated: 10 March 2023

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1

Berman, Ruth A. "Hommage à Annette Karmiloff-Smith / Homenaje a Annette Karmiloff-Smith." Infancia y Aprendizaje 41, no. 1 (January 2, 2018): 84–89. http://dx.doi.org/10.1080/02103702.2017.1401317.

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2

Tolchinsky, Liliana. "Going beyond. In tribute to Annette Karmiloff-Smith /Ir más allá. En homenaje a Annette Karmiloff-Smith." Infancia y Aprendizaje 41, no. 1 (December 13, 2017): 56–83. http://dx.doi.org/10.1080/02103702.2017.1402506.

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3

D’Souza, Dean, and Roberto Filippi. "Progressive modularization: Reframing our understanding of typical and atypical language development." First Language 37, no. 5 (July 14, 2017): 518–29. http://dx.doi.org/10.1177/0142723717720038.

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The ability to acquire language is a critical part of human development. Yet there is no consensus on how the skill emerges in early development. Does it constitute an innately-specified, language-processing module or is it acquired progressively? One of Annette Karmiloff-Smith’s (1938–2016) key contributions to developmental science addresses this very question. Karmiloff-Smith persistently maintained that the process of development itself constitutes a crucial factor in phenotypic outcomes. She proposed that cognitive modules gradually emerge through a developmental process – ‘progressive modularization’. This concept helped to advance the field beyond the stale nature–nurture controversy. It enabled language researchers to develop more nuanced transactional frameworks that take seriously the integration of genes and environment. In homage to Karmiloff-Smith, the current article describes the importance of her work to the field of developmental psychology and language research. It examines how the concept of progressive modularization could be applied to language development as well as how it has greatly advanced our understanding of language difficulties in children with neurodevelopmental disorders. Finally, it discusses how Karmiloff-Smith’s approach is inspiring current and future research.

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4

Machado, Juliana, and Marco Braga. "A proposta da Redescrição Representacional como referencial para a conceitualização de modelos na educação científica." Ciência & Educação (Bauru) 25, no. 3 (September 2019): 589–606. http://dx.doi.org/10.1590/1516-731320190030013.

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Resumo: Apresentamos e discutimos a proposta da Redescrição Representacional, teoria cognitiva desenvolvida pela psicóloga Annette Karmiloff-Smith que oferece um quadro explicativo sobre como a mente humana explora e organiza o conhecimento de tal modo a possibilitar um autoenriquecimento. Nessa proposta, o desenvolvimento de teorias-em-ação por parte do sujeito cognitivo é compreendido em termos de um processo reiterativo de reelaboração de suas representações internas, o qual nem sempre envolve a tomada de novas informações do ambiente externo. Neste artigo, após traçar um breve panorama dos estudos sobre a modelização do ponto de vista cognitivo, discutimos algumas possíveis contribuições da proposta da Redescrição Representacional para a compreensão do processo de conceitualização de modelos na Educação Científica, particularmente em relação ao papel atribuído por Karmiloff-Smith aos conhecimentos implícitos, à sobregeneralização e à flexibilidade cognitiva.

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5

Bretón Sáenz, Pilar. "Karmiloff-Smith, A. (1994) : Más allá de la modularidad." Contextos Educativos. Revista de Educación, no. 1 (May 14, 1998): 331. http://dx.doi.org/10.18172/con.391.

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6

Levine, Susan C., Terry Regier, and Tracy L. Solomon. "Did Residual Normality ever have a chance?" Behavioral and Brain Sciences 25, no. 6 (December 2002): 759–60. http://dx.doi.org/10.1017/s0140525x02310136.

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Thomas & Karmiloff-Smith (T&K-S) show that the assumption of residual normality (RN) does not hold in connectionist simulations, and argue that RN has been inappropriately applied to childhood disorders. We agree. However, we suggest that the RN hypothesis may never have been fully viable, either empirically or computationally.

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7

Ramus, Franck. "Evidence for a domain-specific deficit in developmental dyslexia." Behavioral and Brain Sciences 25, no. 6 (December 2002): 767–68. http://dx.doi.org/10.1017/s0140525x02390137.

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Thomas & Karmiloff-Smith (T&K-S) claim that “Residual Normality” is a priori unlikely, that is, that specific cognitive deficits should not exist in developmental disorders. Here I review evidence that a specific cognitive deficit is at the core of developmental dyslexia and I provide a possible neurological account thereof.

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8

Dimitriou, Dagmara, and Pamela Heaton. "Editorial on the Special Issue in Memory of Karmiloff-Smith." Research in Developmental Disabilities 105 (October 2020): 103756. http://dx.doi.org/10.1016/j.ridd.2020.103756.

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9

Browne, Derek. "Putting knowledge to work." Behavioral and Brain Sciences 20, no. 2 (June 1997): 353–54. http://dx.doi.org/10.1017/s0140525x9722145x.

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Representational redescription (Karmiloff-Smith 1994a; 1994) translates implicit, procedural knowledge into explicit, declarative knowledge. Explicit knowledge is an enabling condition of cognitive flexibility. The articulation and inferential integration of knowledge are important in explaining flexibility. There is an interesting connection to the availability of knowledge for verbal report, but no clear explanatory work is done by the idea of knowledge that is available to consciousness.

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10

Cooper, Richard P. "Two closely related simulations provide weak limits on Residual Normality." Behavioral and Brain Sciences 25, no. 6 (December 2002): 754–55. http://dx.doi.org/10.1017/s0140525x0225013x.

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Thomas & Karmiloff-Smith (T&K-S) correctly identify Residual Normality (RN) as a critical assumption of some theorising about mental structure within developmental psychology. However, their simulations provide only weak support for the conditions under which RN may occur because they explore closely related architectures that share a learning algorithm. It is suggested that more work is required to establish the limits of RN.

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11

Ferrari, Michel. "Development is also experienced by a personal self who is shaped by culture." Behavioral and Brain Sciences 25, no. 6 (December 2002): 755–56. http://dx.doi.org/10.1017/s0140525x02260136.

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I agree with Thomas & Karmiloff-Smith (T&K-S) in their critique of Residual Normality. However, first-person data must be integrated into their account of neurobiological development of disabilities. Furthermore, psychological development itself is not only about an individual’ brain and how it interacts with the world; rather, development depends crucially on the sociocultural context in which (normal and abnormal) children develop.

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12

Müller, Ralph-Axel. "Weak evidence for a strong case against modularity in developmental disorders." Behavioral and Brain Sciences 25, no. 6 (December 2002): 764–65. http://dx.doi.org/10.1017/s0140525x02360138.

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Thomas & Karmiloff-Smith (T&K-S) provide evidence from computational modeling against modular assumptions of “Residual Normality” (RN) in developmental disorders. Even though I agree with their criticism, I find their choice of empirical evidence disappointing. Cognitive neuroscience cannot as yet provide a complete understanding of most developmental disorders, but what is known is more than enough to debunk the idea of RN.

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Tallal, Paula. "Are developmental disabilities the same in children and adults?" Behavioral and Brain Sciences 25, no. 6 (December 2002): 768–69. http://dx.doi.org/10.1017/s0140525x02400131.

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Thomas & Karmiloff-Smith (T&K-S) raise an issue of considerable theoretical importance: Are developmental disorders like cases of adult brain damage? However, a related question: Are developmental disabilities the same in children and adults? is rarely addressed. Failure to consider the cumulative and differing effects of aberrant development across the life span confounds the current literature on both developmental dyslexia and Specific Language Impairment.

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14

Martin, Conrad. "A Response to Karmiloff and Karmiloff-Smith (1998) 'Everything your baby would ask If only she or he could talk '." Educational Psychology in Practice 17, no. 3 (September 2001): 287–91. http://dx.doi.org/10.1080/02667360120072792.

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Martin, Conrad. "A Response to Karmiloff and Karmiloff-Smith (1998) 'Everything your baby would ask If only she or he could talk '." Educational Psychology in Practice 17, no. 3 (September 1, 2001): 287–91. http://dx.doi.org/10.1080/02667360124849.

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Martin, Conrad. "A Response to Karmiloff and Karmiloff-Smith (1998) 'Everything your baby would ask … If only she or he could talk '." Educational Psychology in Practice 17, no. 3 (September 1, 2001): 287–91. http://dx.doi.org/10.1080/713666134.

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17

Westermann, Gert, and Denis Mareschal. "Models of atypical development must also be models of normal development." Behavioral and Brain Sciences 25, no. 6 (December 2002): 771–72. http://dx.doi.org/10.1017/s0140525x02430130.

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Connectionist models aiming to reveal the mechanisms of atypical development must in their undamaged form constitute plausible models of normal development and follow a developmental trajectory that matches empirical data. Constructivist models that adapt their structure to the learning task satisfy this demand. They are therefore more informative in the study of atypical development than the static models employed by Thomas & Karmiloff-Smith (T&K-S).

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18

Condray, Ruth, and Stuart R. Steinhauer. "The residual normality assumption and models of cognition in schizophrenia." Behavioral and Brain Sciences 25, no. 6 (December 2002): 753–54. http://dx.doi.org/10.1017/s0140525x02240133.

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Thomas & Karmiloff-Smith’ (T&K-S’) argument that the Residual Normality assumption is not valid for developmental disorders has implications for models of cognition in schizophrenia, a disorder that may involve a neurodevelopmental pathogenesis. A limiting factor for such theories is the lack of understanding about the nature of the cognitive system (modular components versus global processes). Moreover, it is unclear how the proposal that modularization emerges from developmental processes would change that fundamental question.

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19

Garnica Agudelo, David, and Ana Milena Franco Rueda. "Annette Karmiloff-Smith (1938-2016): Precursora de una psicología del desarrollo interdisciplinaria." Informes psicológicos 20, no. 1 (2020): 183–200. http://dx.doi.org/10.18566/infpsic.v20n1a12.

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20

Temple, Christine, and Harald Clahsen. "How connectionist simulations fail to account for developmental disorders in children." Behavioral and Brain Sciences 25, no. 6 (December 2002): 769–70. http://dx.doi.org/10.1017/s0140525x02410138.

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Using connectionist modelling, Thomas & Karmiloff-Smith (T&K-S) claim that developmental disorders in children are characterised by atypical trajectories and an ultimate functional architecture that is fundamentally different from normal. We argue that there is no empirical evidence for these claims in any developmental disorder and that the available evidence provides support for Residual Normality in both developmental and acquired disorders. We also refute the claim that modular accounts cannot encompass developmental trajectories in children with developmental disorders.

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21

ALLEN, SHANLEY E. M. "KARMILOFF, K. & KARMILOFF-SMITH, A., Pathways to language: from fetus to adolescent. Cambridge, MA: Harvard University Press, 2001. Pp. ix+256." Journal of Child Language 30, no. 1 (February 2003): 237–51. http://dx.doi.org/10.1017/s0305000903225630.

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22

Medina Morales, Lorena Pía. "¿Para qué aprender Gramática en la escuela?: puentes entre la abstracción del análisis y la comunicación cotidiana." Onomázein Revista de lingüística filología y traducción 7 (2002): 183–212. http://dx.doi.org/10.7764/onomazein.7.10.

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Este trabajo tiene como objetivo reflexionar teóricamente acerca de la ense-ñanza- aprendizaje de la gramática escolar, desde la perspectiva de la psicolo-gía del aprendizaje, a partir de los llamados modelos situados del cambio conceptual, aunque ampliando sus alcances en términos representacionales para incorporar elementos del modelo RR de Karmiloff-Smith, y de la hipó-tesis de organización jerárquica (Pozo y Gómez Crespo, 1998); y desde una concepción amplia de la gramática, esto es, su conexión con los niveles funcional y pragmático del lenguaje, en vistas de una posible aplicación didáctica

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23

Juola, Patrick. "Encapsulating architecture and encapsulating processes." Behavioral and Brain Sciences 25, no. 6 (December 2002): 759. http://dx.doi.org/10.1017/s0140525x0230013x.

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Thomas & Karmiloff-Smith (T&K-S) raise the excellent and, in retrospect, obvious point that in a dynamic learning environment where feedback is possible, we should expect networks to adapt to damage by altering details of their behavior. We should therefore not expect that developmental disorders should result in “normal” modules. The implications of this point go much further, since interprocess dependency in the brain does not rely only on learned neural connections. This argues strongly against behavioral and process-related definitions, as opposed to structural and architecture-related definitions, of mental modularity.

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24

Campos, Ruth. "If you want to get ahead, get a good master. Annette Karmiloff-Smith: the developmental perspective / Si quieres avanzar, ten una buena maestra. Annette Karmiloff-Smith: la mirada desde el desarrollo." Infancia y Aprendizaje 41, no. 1 (December 7, 2017): 90–137. http://dx.doi.org/10.1080/02103702.2017.1401318.

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25

Bavin, Edith L. "Anaphora in children’s Warlpiri." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 1–11. http://dx.doi.org/10.1075/aral.10.2.01bav.

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Abstract The paper examines developmental aspects relating to how Warlpiri children introduce referents and maintain reference in narrative. Comparisons are made with the three levels of development proposed by Karmiloff-Smith, based on her work on cohesion in narrative with French- and English-speaking children. Examples are presented from children’s narratives to illustrate that Warlpiri children under six generally use ellipsis of core arguments without introducing the participants, while older children use ellipsis anaphorically, that is only after introducing the participants. The strategies for marking inter-sentence relations develop over a few years. Once the child is able to organize a narrative around a theme, there can be more flexibility in structuring the narrative.

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26

VALIAN, VIRGINIA. "Rethinking learning: comments on Rethinking innateness." Journal of Child Language 26, no. 1 (February 1999): 217–60. http://dx.doi.org/10.1017/s0305000998293743.

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In his review of Rethinking innateness (Elman, Bates, Johnson, Karmiloff-Smith, Parisi & Plunkett, 1996; henceforth, RI), Rispoli (this volume) comments favourably on the dynamical change models presented in RI's Chapter 4. I think a more critical stance is warranted. In particular, I will argue that dynamical change models cannot in principle make reference to mental representation, that the models are stipulative, and that they fail as descriptions of behaviour. (For more extensive discussion, see Valian, in press.) The relation between dynamical change models and connectionist networks is not spelled out in RI, so it is not clear which of the criticisms that I direct at dynamical change models also hold for connectionist models.

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27

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 (January 17, 2013): 752. http://dx.doi.org/10.1007/s10803-013-1761-7.

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28

Krist, Horst, Holger Horz, and Tina Schönfeld. "Children’s Block Balancing Revisited: No Evidence for Representational Redescription." Swiss Journal of Psychology 64, no. 3 (September 2005): 183–93. http://dx.doi.org/10.1024/1421-0185.64.3.183.

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According to the theory of representational redescription (RR theory, Karmiloff-Smith, 1992 ), children’s reasoning is grounded on implicit knowledge. This initial knowledge is first consolidated and then subjected to reiterative cycles of representational redescription, leading to knowledge of increasing accessibility. As one important piece of evidence supporting RR theory a U-shaped developmental trend regarding children’s ability to balance asymmetrical blocks has been reported. To assess whether this trend is a robust phenomenon, we investigated how 4-, 5-, 6-, and 8-year-olds (N = 65) attempted to balance symmetrical and asymmetrical blocks on a narrow support. Independent from block type, we found quasi-linear improvements with age in all performance measures. These results question the robustness of the U-shaped developmental trend regarding children’s block balancing and fail to provide any evidence for representational redescription.

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29

JARVIS, SCOTT. "Conceptual transfer: Crosslinguistic effects in categorization and construal." Bilingualism: Language and Cognition 14, no. 1 (October 7, 2010): 1–8. http://dx.doi.org/10.1017/s1366728910000155.

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Research on the relationship between language and cognition in bilinguals has often focused on general effects that are common to bilinguals of all language backgrounds, such as the positive effects of bilingualism in various areas of cognitive development (e.g., Bialystok, 2005; Karmiloff-Smith, 1992). However, there are also language-specific effects in the relationship between language and cognition in bilinguals that emerge in the form of cross-linguistic influence and, in many cases, these cross-linguistic effects do not appear to be confined to purely linguistic (e.g., phonological, morphological, syntactic, semantic) phenomena. For example, bilinguals’ choice of words for referring to objects and actions, as well as their choice of syntactic and discursive structures for referring to events and situations, often reflect ways of conveying meaning and intentions that are specific to particular language backgrounds.

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30

Gómez Martínez, Leonardo. "Desarrollo cognitivo y educación formal: análisis a partir de la propuesta de L. S. Vygotsky." Universitas Philosophica 34, no. 69 (October 10, 2017): 53. http://dx.doi.org/10.11144/javeriana.uph34-69.dcef.

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El artículo muestra la relación entre educación formal y desarrollo cognitivo según Vygotsky a partir del capítulo 6 de Pensamiento y lenguaje “El desarrollo de los conceptos científicos en la niñez: bosquejo de una hipótesis de trabajo”. Posteriormente, enmarca la propuesta de Vygotsky en la teoría de desarrollo cognitivo de Annette Karmiloff-Smith. La idea central es que la educación formal es fundamental en el desarrollo mental del niño porque permite al pequeño tomar conciencia de su pensamiento espontáneo, esto es, reconocer el pensamiento espontáneo como una instancia particular de un pensamiento más general y abstracto, a saber, el pensamiento científico. Finalmente, se plantean algunas objeciones a esta idea y se sugiere que la postura de Vygotsky no es incompatible con las investigaciones actuales sobre el desarrollo conceptual, sino que las complementa.

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31

Silva, Cristiana Iack da, and Aline Lorandi. "O que é uma palavra: a consciência linguística em crianças de 6 a 11 anos falantes do português brasileiro." Signo 38 (March 18, 2013): 61. http://dx.doi.org/10.17058/signo.v38i0.4166.

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O presente trabalho dedica-se ao estudo da consciência de palavra por crianças falantes do Português Brasileiro e à sua relação com os níveis de representação mental postulados pelo modelo de Redescrição Representacional (KARMILOFF-SMITH, 1992). Foram desenvolvidos quatro testes com o objetivo de descrever os caminhos pelos quais as representações das crianças tornam-se mais manipuláveis e flexíveis ao longo do tempo, de modo a permitir a emergência do acesso consciente ao conhecimento implícito com relação à noção de palavra. Com aplicação dos testes e o levantamento das respostas espera-se obter uma amostra do que as crianças entendem por palavra e de como um conhecimento implícito para a mente torna-se explícito para a mente. Acreditamos na relevância deste trabalho por possibilitar uma explicação das representações mentais que fundamentam o conhecimento sobre consciência linguística apresentada pelas crianças.

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32

Lieven, Elena. "Editorial Note." Journal of Child Language 25, no. 2 (June 1998): 227. http://dx.doi.org/10.1017/s0305000998003481.

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This issue contains a new Review Article and Discussion section. The idea is to ask a leading researcher to contribute an article which can either be a review of a field or an extended book review and to then ask for commentaries on the piece by other researchers. In this issue the section consists of a commentary by Michael Tomasello on Adele Goldberg's Constructions: a construction grammar approach to argument structure together with twelve commentaries and a reply. The next of these sections will be an extended review by Matthew Rispoli of Rethinking innateness: a connectionist perspective on development by Jeffrey Elman, Elizabeth Bates, Mark Johnson, Annette Karmiloff-Smith, Domenico Parisis and Kim Plunkett. I very much hope that readers will find the new section an interesting and useful contribution to theoretical and methodological discussion in the field. Of course the success of this venture depends on contributions from a wide range of theoretical perspectives and on people's willingness to make these contributions even where they sharply disagree with the thesis of the review article.

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McDonald, Janet L. "Pathways to Language: From Fetus to Adolescent. The Developing Child Series. By Kyra Karmiloff and, Annette Karmiloff‐Smith. Cambridge (Massachusetts): Harvard University Press. $27.95. xi + 256 p; ill.; index. ISBN: 0–674–00476–0. 2001." Quarterly Review of Biology 77, no. 1 (March 2002): 103. http://dx.doi.org/10.1086/343682.

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34

Da Silva, Fabiana Soares, and Susiele Machry Da Silva. "Consciência fonológica e língua estrangeira: um estudo acerca da aprendizagem de espanhol por falantes brasileiros." Letrônica 10, no. 2 (March 23, 2018): 805. http://dx.doi.org/10.15448/1984-4301.2017.2.26423.

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Este artigo apresenta os resultados obtidos em uma dissertação de Mestrado* (SILVA, 2014). Partindo do pressuposto de que falantes nativos do português, quando expostos ao ensino formal do espanhol, costumam encontrar dificuldade para reconhecer as diferenças entre as possibilidades fonológicas e alofônicas de ambas as línguas (COSTA, 2013; GOMES, 2013; MIRANDA, 2001; SILVEIRA e SOUZA, 2011), investigou-se se falantes brasileiros, aprendizes de espanhol como língua estrangeira, seriam capazes de reconhecer diferenças entre os sons /s/ - /z/; /l/ - /w/ e /R/ - /r/. Para tanto, foram aplicados dois testes de percepção. O primeiro teste abarcou o reconhecimento de frases (produzidas em uma única língua ou mescladas); já o segundo, consistiu na discriminação de sons em pares de palavras, seguido por uma tarefa de identificação do idioma (espanhol ou português). A seguir, realizou-se uma entrevista com cada informante, a fim de verificar se esse seria capaz de justificar suas respostas. Para a realização da análise estatística, utilizou-se o programa SPSS. Com relação à análise qualitativa, realizou-se uma adaptação dos níveis de Representação Mental propostos por Karmiloff-Smith (1992). A análise estatística evidenciou não haver diferença significativa no desempenho dos informantes no que tange às variáveis observadas.

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35

Levy, Elena T. "The Mediation of Coherent Discourse by Kinesthetic Reenactment: A Case Study of an Autistic Adolescent, Part II." Imagination, Cognition and Personality 29, no. 1 (September 2009): 41–70. http://dx.doi.org/10.2190/ic.29.1.d.

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An earlier analysis of an autistic adolescent's repeated retellings of a story (Levy & Fowler, 2004–2005) showed how a transition from disorganized linguistic behavior to organized narratives was scaffolded by adult speech. The present article is concerned with the role of kinesthetic enactment in this same transition. The goal of the analysis is to trace the emergence of narrative coherence relative to changes in speech-movement combinations. The analysis yields the following pattern of change: from utterances (1) elicited in the third-person and produced with diffuse body motion, then (2) reproduced while enacted, sometimes in the first-person, (3) elicited without enactment in the third-person, and (4) reproduced in the third-person without specific adult prompts and in the absence of full-body enactment. This pattern is interpreted as a process of increasing explicitation (Karmiloff-Smith, 1986a); relying at first on the grounding of speech-movement combinations in physical space, and later in linguistically created origos (Buhler, 1982). The findings support McNeill's (2005) view of language as a multimodal process that relies on two semiotic modes, the conventional lexicogrammatical categories of speech, and the imagistic and idiosyncratic properties of body motion.

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EATON, JUDY H., GLYN M. COLLIS, and VICKY A. LEWIS. "Evaluative explanations in children's narratives of a video sequence without dialogue." Journal of Child Language 26, no. 3 (October 1999): 699–720. http://dx.doi.org/10.1017/s0305000999003967.

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Children's narratives consist of event clauses and contextualizing or ‘evaluative’ clauses. Bamberg & Damrad-Frye (1991) and Bamberg (1994) claimed that young children make limited use of evaluative clauses because they are less able to adopt a global perspective on the narrative. In an earlier study, Karmiloff-Smith (1985) demonstrated that the narratives of younger children have coherence only at a local level. However, Wellman & Bartsch (1988) showed that young children could produce evaluative-like causal explanations if given a specific prompt. The present study on 160 young children aged five, seven, nine and eleven years examined their production of evaluatives in narratives of a story presented as a video sequence with no spoken dialogue, to ensure that the children's production was not simply a re-working of verbal input. Results indicated that prompts greatly facilitated children's production of evaluatives and that they could adopt a global perspective on the story when formulating evaluatives.These results indicate that limitations in the narratives of young children are more plausibly explained by contextual factors influencing language production and by constraints on working memory than by children's presumed lack of understanding of the structure of events or their inferences about the minds of the characters.

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37

Garnham, Alan. "Book reviews : Beyond modularity: a developmental perspective on cognitive science Annette Karmiloff-Smith Cambridge, Mass: MIT Press/Bradford Books, 1993. xv + 234 pp." Child Language Teaching and Therapy 9, no. 2 (June 1993): 178–79. http://dx.doi.org/10.1177/026565909300900219.

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38

Pérez-Pereira, Miguel. "The acquisition of gender: what Spanish children tell us." Journal of Child Language 18, no. 3 (October 1991): 571–90. http://dx.doi.org/10.1017/s0305000900011259.

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ABSTRACTData from an experiment on gender acquisition with 160 Spanish children from four to eleven years of age are presented in this paper. In Spanish there are three possible clues (semantic, morphophonological and syntactic), that speakers can use to determine the gender of a noun and the agreement of other variable elements accompanying it. Items where only one of the clues was present, items where there was a combined effect of two of them in agreement (both were feminine or masculine), and items where clues were in conflict (one masculine and the other feminine) were introduced in the experiment. This experimental manipulation made it possible to test the relative strength of the different types of competing clues. In particular, the aim of the present study was to determine the relative importance of intralinguistic and extralinguistic clues, as evidenced by the ability of Spanish children to recognize the gender of a noun upon hearing it in a particular frame, and consequently, to establish the agreement of other variable elements accompanying it. A procedure similar to that used by Karmiloff-Smith (1979).was employed. The results (which are compared with those obtained in other languages) give support to the theoretical view that children pay far more attention to syntactic and morphophonological (intralinguistic) information than to semantic (extralinguistic) information.

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Kurvers, Jeanne. "Sapir Revisited?" Thema's en trends in de sociolinguistiek 4 70 (January 1, 2003): 121–33. http://dx.doi.org/10.1075/ttwia.70.11kur.

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Children cannot mark well word boundaries in spoken language before they are about seven years of age, although some researchers (e.g., Karmiloff-Smith et al. 1996) claim a much earlier emergence. Different explanations have been put forward for the development of word marking skills: on the one hand developmental hypotheses which claim a primary role for language development or cognitive development, on the other hand the literacy hypothesis, which claims that systematic experience with written language is crucial for the development of formal metalinguistic skills, including the skill of marking words. The developmental hypothesis predicts age differences, i.e. between young children and adults, irrespective of literacy. The literacy hypothesis predicts differences between readers and non-readers, irrespective of age. Moreover, in the developmental hypotheses, it would not matter whether word boundaries were to be marked in a language with or without skill in the written language. The literacy hypothesis was tested twice in this contribution, first by comparing sentence segmentation skills of young children, adult illiterates and adult readers. It was tested again by comparing the segmentation skills of adult readers, whose mother tongue is only known in spoken form (speakers of Tarifit) with readers who know their mother tongue both in spoken and in written form. All comparisons confirmed the literacy hypothesis that knowledge of writing influences awareness of word boundaries in spoken form.

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Benavides Delgado, Jacqueline. "Nuevas perspectivas en psicología del desarrollo: una aproximación crítica al pensamiento piagetiano." Infancias Imágenes 14, no. 2 (November 27, 2015): 145–54. http://dx.doi.org/10.14483/udistrital.jour.infimg.2015.2.a11.

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Jean Piaget (1896-1980) ha sido uno de los autores más reconocidos del siglo XX por sus estudios en el campo de la inteligencia. Este autor suizo consideró el desarrollo como una secuencia de estadios definidos y caracterizados por una estabilidad y consistencia interna, reflejada en la concepción global del desarrollo en todas sus dimensiones. Las ideas de Piaget fueron rebatidas por autores muy importantes como Fodor (1983) quien, en contra de las posturas piagetianas concibió el desarrollo, no globalmente, sino de manera modular, dándole fuerza a las concepciones innatistas en contraposición a las ideas piagetianas de construcción de estructuras mentales a través de la interacción con el medio. Por su parte Karmiloff-Smith (1992) intentó reunir las ideas innatistas y modulares de Fodor con la postura constructivista de Piaget, concibiendo un modelo de desarrollo más allá de la “modularidad de la mente”. En general se puede concluir que las ideas de Piaget acerca del desarrollo cognitivo han sido reevaluadas en su mayoría. En un proceso creciente de crítica y replanteamiento del último siglo, se ha llegado a pensar que el desarrollo es un proceso no reglado, no diseñado, no programado, no lineal y por lo tanto no global. A diferencia de Piaget, estas teorías explican el funcionamiento mental y no sólo se limitan a describir su estructura. Este artículo tiene como objetivo analizar este proceso de crítica al pensamiento piagetiano contemplando las nuevas perspectivas en psicología del desarrollo.

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Fidalgo, Zilda. "Discurso das mães e participação das crianças na resolução de tarefas de seriação: Impacto do desenvolvimento cognitivo e da linguagem das crianças e escolaridade das mães." Análise Psicológica 28, no. 4 (December 7, 2012): 543–63. http://dx.doi.org/10.14417/ap.374.

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Neste estudo foram observadas 50 díades mãe--criança durante a realização conjunta de duas tarefas de resolução de problemas. As idades das crianças situavam-se entre os 3 e os 5 anos. As díades mãe- criança foram observadas durante a realização conjunta de duas tarefas de resolução de problemas. As idades das crianças situavam-se entre os 3 e os 5 anos. As tarefas pretendiam evocar nas mães situações didáticas (construção de uma série de comprimento de dez réguas, com e sem modelo). O conteúdo do discurso das mães foi analisado, de acordo com as propostas de Wertsch (1985), considerando os mecanismos semióticos que estabelecem o funcionamento inter-psicológico (a abreviação e a perspectiva referencial), que permitem a mediação metacognitiva e cognitiva. A participação das crianças foi avaliada a partir da sua responsabilidade pela resolução da tarefa e relacionada com o discurso de scaffolding (apoio) das mães, considerando as variáveis escolaridade formal das mães e desenvolvimento cognitivo e da linguagem dos filhos. Os resultados revelam que as mães adoptaram um script geral de uma interacção de tutela, mas na seriação com modelo os desafios metacognitivos foram mais frequentes e na série sem modelo é a mediação cognitiva que é proporcionalmente mais elevada. Contudo, não se verifica qualquer relação significativa entre o discurso das mães que incluem desafios de nível superior, quer metacognitivos quer cognitivos, e o nível de participação das crianças nas tarefas. Estes resultados são discutidos em termos das variáveis das crianças e das mães, numa perspectiva sócio-construtivista do Representional Redescription Model de Karmiloff Smith (1992).

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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 (January 15, 2013): 84–86. http://dx.doi.org/10.3390/brainsci3010084.

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RISPOLI, MATTHEW. "Rethinking innateness." Journal of Child Language 26, no. 1 (February 1999): 217–60. http://dx.doi.org/10.1017/s0305000998213742.

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Review essay on: ELMAN, J., BATES, E., JOHNSON, M., KARMILOFF-SMITH, A., PARISI, D. & PLUNKETT, K. Rethinking innateness: a connectionist perspective on development. Cambridge, MA: MIT Press (1996). Pp. 447.I believe that the field of developmental psycholinguistics suffers from two major weaknesses. The first is its impressionistic and inexact formulations. The second is its divisive polarizations. One can see the reasons for the first weakness. Developmental psycholinguistics is only about 30 years old (ignoring diary studies which preceded the linguistic and cognitive surge of the sixties). But speculation and hypothesizing on the basis of relatively little data and passing acquaintance with phenomena has reached the level of customary ‘business as usual’. We are skilful at hypothesis construction, yet we are regretfully delinquent at formulating clear tests of our hypotheses. We are fond of conjecture about causal relationships, but our empirical tests progress no further than weak forms of correlation.With regard to our second major weakness, our knack for polarizing opinion regarding chimerical questions such as the innateness of language can also be understood. After all, are we not following the classical dialectic model of thesis, antithesis and eventual synthesis? I think this is an idealized view of ourselves. In fact, we are driven by hunch and bias far more often than we would like to admit. Following hunches may be a real sign of creativity and vitality in our thinking. However, polarization driven by biases is ultimately detrimental. At some point we must disentangle ourselves from customary dialogue and transcend our deeply rutted patterns of thought.When I began Rethinking innateness, I had hoped that the book might help us overcome these two weaknesses. I believe that it contributes positively to the goal of increasing the precision of our hypotheses and their empirical substantiation. At the same time, I am afraid that it will have a negative impact by aggravating the degree of polarization in our field.

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Aitken, Ken. "CHILD PSYCHOLOGY SELECTION Child Development (1997) A. Karmiloff-Smith, J. Grant, I. Berthoud, M. Davies, P. Howlin, & O. Udwin. Language and Williams syndrome: How intact is intact? Vol. 68, pp. 246–262." Child Psychology and Psychiatry Review 4, no. 1 (February 1999): 36–41. http://dx.doi.org/10.1017/s1360641798381836.

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Ellis, Nick. "RETHINKING INNATENESS: A CONNECTIONIST PERSPECTIVE ON DEVELOPMENT.Jeffrey L. Elman, Elizabeth A. Bates, Mark H. Johnson, Annette Karmiloff-Smith, Domenico Parisi, & Kim Plunkett. Cambridge, MA: MIT Press, 1996. Pp. xviii + 447. $45.00 cloth." Studies in Second Language Acquisition 20, no. 3 (September 1998): 451. http://dx.doi.org/10.1017/s0272263198333070.

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In this provocative book, six coauthors, representing cognitive psychology, connectionism, neurobiology, and dynamical-systems theory, synthesize a new theoretical framework for cognitive development with special focus on language acquisition. In the Emergentist perspective, interactions occurring at all levels, from genes to environment, give rise to emergent forms and behavior. These outcomes may be highly constrained and universal, but they are not themselves directly contained in the genes in any domain-specific way. The human body contains perhaps 5 × 1028 bits of information in its molecular arrangement, but our genome contains only about 105 bits of information. Thus, we are over 20 orders of magnitude short of being mosaic organisms, where development is prespecified in the genes. Our development is under regulatory control, where precise pathways to adulthood reflect numerous interactions at the cellular level occurring throughout development. The human cortex is plastic, its architecture reflects experience; innate specification of synaptic connectivity in the cortex is highly unlikely. Theories of language must reflect this—they must be biologically, developmentally, and ecologically plausible. Linguistic representational nativism is just not tenable. It is so implausible that UG could be directly encoded in the genotype that we must explore the alternatives. So the answer is not “Nature.” Nor, as the authors so clearly argue, is it “Nature or Nuture.” Rather, it is “Nature and Nurture.”

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Clark, Andy, and Chris Thornton. "Trading spaces: Computation, representation, and the limits of uninformed learning." Behavioral and Brain Sciences 20, no. 1 (March 1997): 57–66. http://dx.doi.org/10.1017/s0140525x97000022.

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Some regularities enjoy only an attenuated existence in a body of training data. These are regularities whose statistical visibility depends on some systematic recoding of the data. The space of possible recodings is, however, infinitely large – it is the space of applicable Turing machines. As a result, mappings that pivot on such attenuated regularities cannot, in general, be found by brute-force search. The class of problems that present such mappings we call the class of “type-2 problems.” Type-1 problems, by contrast, present tractable problems of search insofar as the relevant regularities can be found by sampling the input data as originally coded. Type-2 problems, we suggest, present neither rare nor pathological cases. They are rife in biologically realistic settings and in domains ranging from simple animat (simulated animal or autonomous robot) behaviors to language acquisition. Not only are such problems rife – they are standardly solved! This presents a puzzle. How, given the statistical intractability of these type-2 cases, does nature turn the trick? One answer, which we do not pursue, is to suppose that evolution gifts us with exactly the right set of recoding biases so as to reduce specific type-2 problems to (tractable) type-1 mappings. Such a heavy-duty nativism is no doubt sometimes plausible. But we believe there are other, more general mechanisms also at work. Such mechanisms provide general (not task-specific) strategies for managing problems of type-2 complexity. Several such mechanisms are investigated. At the heart of each is a fundamental ploy – namely, the maximal exploitation of states of representation already achieved by prior, simpler (type-1) learning so as to reduce the amount of subsequent computational search. Such exploitation both characterizes and helps make unitary sense of a diverse range of mechanisms. These include simple incremental learning (Elman 1993), modular connectionism (Jacobs et al. 1991), and the developmental hypothesis of “representational redescription” (Karmiloff-Smith 1979; 1992). In addition, the most distinctive features of human cognition – language and culture – may themselves be viewed as adaptations enabling this representation/computation trade-off to be pursued on an even grander scale.

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GARMAN, MICHAEL. "Paul Bloom, How children learn the meanings of words (Learning, Development, and Conceptual Change). Cambridge, MA & London: MIT Press, 2000. Pp. xii+300. Eve V. Clark, First language acquisition. Cambridge: Cambridge University Press, 2003. Pp. xvi+515. Kyra Karmiloff & Annette Karmiloff-Smith, Pathways to language: from fetus to adolescent (The Developing Child). Cambridge, MA & London: Harvard University Press, 2001. Pp. ix+256." Journal of Linguistics 41, no. 3 (November 2005): 630–37. http://dx.doi.org/10.1017/s0022226705223630.

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Gerver, David, Patricia E. Longley, John Long, and Sylvie Lambert. "Selection Tests for Trainee Conference Interpreters." Meta 34, no. 4 (September 30, 2002): 724–35. http://dx.doi.org/10.7202/002884ar.

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Abstract This preliminary study devised and tested a series of psychometric tests to facilitate selection of simultaneous and consecutive interpreter-trainee candidates. Twelve tests, based either on text materials, linguistic subskills or speed-stress, were correlated with judges' ratings of the final interpretation examination. Students who passed the exam had higher mean scores on all tests than those who failed. Test scores were positively inter-correlated between completion-detection tests and simultaneous interpretation ratings and between recall tests and consecutive examination ratings. Text-based tests were more predictive than subskills or speed-stress tests. The relationship between test type and interpreting is discussed together with possible reasons underlying differential performance on tests of the same kind. Problems in the recruitment and training of conference interpreters have been the frequent subject of debate by members of the profession (Keiser 1978; Longley 1978; Namy 1978). Although there have been some publications on psychological and other theoretical aspects of the interpreter's skills (Barik 1973; Gerver 1976; Seleskovitch 1976; Karmiloff-Smith 1978; Moser 1978; Chernov 1979; Lambert 1983), there has been no systematic research on student selection and training in this field. What qualities and skills are required for success as an interpreter or as a trainee in the field? Although no previous empirical research has been carried out on this subject, there does appear to be some consensus among interpreters and teachers of interpreting as to the skills and qualities sought in new members of the profession. A survey of articles written by members of the profession, as well as transcripts of interviews with working interpreters, suggested some agreement of the following as being essential for success as a trainee or in the profession. 1. Profound knowledge of active and passive languages and cultures. 2. Ability to grasp rapidly and convey the essential meaning of what is being said. 3. Ability to project information with confidence, coupled with a good voice. 4. Wide general knowledge and interests, and a willingness to acquire new information. 5. Ability to work as a member of a team. The specific aim of the present study was to develop and evaluate objective tests to assess the second item mentioned above, that is the candidate's ability to grasp rapidly and to convey the meaning of spoken discourse. It was expected that the tests would contribute to improving selection procedures, hence the number of students passing the final examination, as well as the course itself. The present study arose from the decision of Patricia Longley, one of the co-authors and former director of the Interpretation Programme at the Polytechnic of Central London, to initiate the establishment of objective criteria for the selection of students for the postgraduate course in conference interpreting techniques at the School of Languages in London. The course, founded by Patricia Longley in 1963, and now headed by Jennifer MacKintosh, is an intensive six-month course in simultaneous and consecutive interpretation. Over 200 applications are received each year from candidates throughout the world, about half of whom are invited to London for interviews and informal tests, lasting a day. Only 25 to 30 candidates are selected for the course. The informal tests consist of written translation tests in addition to tests of both aural and oral language skills in the candidates' other languages. During the tests, candidates are first asked to repeat texts in the source language (shadowing) before progressing to interpretation of texts from their passive languages into their active language. These texts progress from simple sentences to more complex, albeit non-technical, longer passages. Unusual and unexpected phrases are inserted into the more difficult passages for interpretation in order to assess candidates' skills in coping with the unexpected and with passages which cannot be translated word-for-word. The interviews are designed to assess candidates' general background knowledge and interests, motivation, presentation of self, and general suitability for the profession. Whether or not there is a current market for the candidate's particular language combination is also taken into account at the time of selection. The intensive, six-month course involves training in both simultaneous and consecutive interpretation, and in the note-taking skills essential to the latter form of interpreting, in conference practices, and in a variety of subjects likely to be encountered in conference settings. The final examinations are oral in both forms of interpretation in the candidate's principal working languages, and are conducted by a board of external examiners who are themselves senior practising interpreters in major international organizations such as the U.N., Council of Europe, I.L.O., and the W.H.O. A secondary aim of the study was to explore alternative types of tests. Since the task of the interpreter is to transform spoken textual information from one language into another, either immediately (for simultaneous interpretation) or after some delay (for consecutive interpretation), the first type of test - termed text-based - assumed the processing of connected discourse to be a crucial feature of the interpreter's task. The approach was based on recent work in the area of text processing (Kintsch 1974; MacKintosh 1985). Text-based tests required either the recall of the information presented or the completion of individual target words in the text. The second type of test - termed subskill-based - assumed language subskills such as synonym generation, sentence re-expression and vocabulary selection to be an adequate reflection of the interpreter's task. The approach was based on the development of a set of factor referenced cognitive tests of verbal ability (Eckstrom et al. 1976). In addition, both simultaneous and consecutive interpretation are performed under conditions of speed-stress, since the interpreter is paced by the speaker over whom he has little or no control. Hence, the third type of test - termed stress-based-assumed speed stress to be a general performance factor not particular to, but exemplified by, interpreting. The approach was based on the development of a speed test requiring the solution of problems involving letter series performed under a time constraint (Furneaux 1956). It was expected that the present research would throw some light on whether text-based, subskill-based or speed stress-based tests reflected the crucial features of the interpreter's task for the purpose of testing trainee candidates' abilities.

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Moreno, Erika Zulay. "Reflexión sobre la propuesta teórica del modelo de Redescripción Representacional de Karmiloff-Smith." La Tercera Orilla, no. 15 (December 15, 2015). http://dx.doi.org/10.29375/21457190.2911.

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El siguiente artículo ha sido pensando como uno de revisión de tema porque se contempla el rastreo de la literatura especializada y actual sobre una teoría del lenguaje que Karmiloff-Smith ha denominado modelo de Redescripción Representacional. Además debemos indicar que esta revisión surge inicialmente tras la redacción de una monografía para el curso de doctorado Estudios lingüísticos que tuvo lugar en la Universidad Nacional de Córdoba – Argentina a cargo de la doctora Cecilia Defagó.

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Carrillo Castro, Sonia Patricia, and Nadis Meza Restrepo. "Evaluación de políticas de inclusión en institución educativa del distrito especial de Barranquilla." Ingeniería, desarrollo e innovación 2, no. 2 (May 7, 2020). http://dx.doi.org/10.32012/26195259/2020.v2i2.80.

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La presente investigación se definió como estudio cualitativo de caso y tiene como objetivo describir, comprender y construir un sentido acerca de la dinámica de la política de inclusión de Niños con Necesidades Educativas Especiales en la Básica Primaria del Colegio Distrital Murillo. Para la fundamentación se partió de los referentes teóricos del construccionismo social, la teoría de la acción razonada, la teoría de la modularización de Annette Karmiloff Smith y de los enfoques de desarrollo humano de Almonte y Montt. Metodológicamente, se desarrollaron dos técnicas para la recolección de datos: Una Caracterización y un Grupo de discusión, los cuales se aplicaron a directivos, docentes, padres de familia y estudiantes. Los resultados indican que la política de inclusión en la Institución Educativa citada no hace parte del acervo representacional y reproductivo de la comunidad educativa.

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