Journal articles: 'Neuroconstructivisme'

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Gerrans, Philip. "La lecture de pensée pour débutants." Articles 33, no. 1 (May 18, 2006): 125–45. http://dx.doi.org/10.7202/012950ar.

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Résumé Certains psychologues évolutionnistes (PE) adoptent un nativisme fort à propos de la théorie de l’esprit (TDE). Ils soutiennent que le développement de la compétence cognitive spécialisée nécessaire à la TDE requiert une spécification génétique de la trajectoire développementale d’un système cognitif spécialisé. La PE arrive à cette conclusion en se basant sur des arguments conceptuels qui concernent l’inadéquation du neuroconstructivisme tabula rasa (neuroconstructivisme fort) et sur les données empiriques fournies par la psychologie du développement et la neuropsychologie. Je soutiens qu’une compréhension correcte de l’argument conceptuel, appliqué au cas de la TDE, supporte une forme modérée de neuroconstructivisme. Celle-ci limite l’étendue de la préspécification génétique aux capacités et aux routines comportementales strictement nécessaires pour forcer le développement de cette compétence qui, elle, ne requiert pas de préspécification génétique. À cet égard, il n’y a pas d’analogie utile à faire avec les arguments qui supportent un nativisme fort quant à la compétence linguistique. Comprendre ce débat a des conséquences pour la compréhension de la modularité, de l’autisme, des troubles du développement et du nativisme quant à la cognition de haut niveau.

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Thomas, Michael S. C., Frank D. Baughman, and Henri Lehalle. "Neuroconstructivisme : comprendre les trajectoires développementales typiques et atypiques." Enfance N° 3, no. 3 (September 1, 2014): 205–36. http://dx.doi.org/10.3917/enf1.143.0205.

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Thomas, Michael S. C., and Frank D. Baughman. "Neuroconstructivisme : comprendre les trajectoires développementales typiques et atypiques." Enfance 2014, no. 03 (September 2014): 205–36. http://dx.doi.org/10.4074/s0013754514003036.

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Campos, Ruth, and María Sotillo. "Constructing minds: The development of mindreading abilities in typical and atypical trajectories." Behavioral and Brain Sciences 31, no. 3 (June 2008): 336–37. http://dx.doi.org/10.1017/s0140525x08004111.

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AbstractFrom our deep interest in the neuroconstructivist framework, we would like to comment on two fundamental aspects of Mareschal et al.'s work: the role of neuroconstructivism for clinical work with people suffering from developmental disorders; and the relation between the process of progressive specialization and the increasing abstraction of representations in development.

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Westermann, Gert, Denis Mareschal, Mark H. Johnson, Sylvain Sirois, Michael W. Spratling, and Michael S. C. Thomas. "Neuroconstructivism." Developmental Science 10, no. 1 (January 2007): 75–83. http://dx.doi.org/10.1111/j.1467-7687.2007.00567.x.

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Thomas, Michael S. C., Gert Westermann, Denis Mareschal, Mark H. Johnson, Sylvain Sirois, and Michael Spratling. "Studying development in the 21st Century." Behavioral and Brain Sciences 31, no. 3 (June 2008): 345–56. http://dx.doi.org/10.1017/s0140525x08004202.

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AbstractIn this response, we consider four main issues arising from the commentaries to the target article. These include further details of the theory of interactive specialization, the relationship between neuroconstructivism and selectionism, the implications of neuroconstructivism for the notion of representation, and the role of genetics in theories of development. We conclude by stressing the importance of multidisciplinary approaches in the future study of cognitive development and by identifying the directions in which neuroconstructivism can expand in the Twenty-first Century.

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Mareschal, Denis. "From NEOconstructivism to NEUROconstructivism." Child Development Perspectives 5, no. 3 (August 9, 2011): 169–70. http://dx.doi.org/10.1111/j.1750-8606.2011.00185.x.

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Gerrans, Philip. "Nativism, neuroconstructivism, and developmental disorder." Behavioral and Brain Sciences 25, no. 6 (December 2002): 757–58. http://dx.doi.org/10.1017/s0140525x02280139.

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Either genetically specified modular cognitive architecture for syntactic processing does not exist (neuroconstructivism), or there is a module but its development is so abnormal in Williams syndrome (WS) that no conclusion can be drawn about its normal architecture (moderate nativism). Radical nativism, which holds that WS is a case of intact syntax, is untenable. Specific Language Impairment and WS create a dilemma that radical nativism cannot accommodate.

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Ramus, Franck. "Should neuroconstructivism guide developmental research?" Trends in Cognitive Sciences 8, no. 3 (March 2004): 100–101. http://dx.doi.org/10.1016/j.tics.2004.01.002.

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Allen, James R. "Constructivist and Neuroconstructivist Transactional Analysis." Transactional Analysis Journal 39, no. 3 (July 2009): 181–92. http://dx.doi.org/10.1177/036215370903900302.

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Sirois, Sylvain, Michael Spratling, Michael S. C. Thomas, Gert Westermann, Denis Mareschal, and Mark H. Johnson. "Précis of Neuroconstructivism: How the Brain Constructs Cognition." Behavioral and Brain Sciences 31, no. 3 (June 2008): 321–31. http://dx.doi.org/10.1017/s0140525x0800407x.

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AbstractNeuroconstructivism: How the Brain Constructs Cognition proposes a unifying framework for the study of cognitive development that brings together (1) constructivism (which views development as the progressive elaboration of increasingly complex structures), (2) cognitive neuroscience (which aims to understand the neural mechanisms underlying behavior), and (3) computational modeling (which proposes formal and explicit specifications of information processing). The guiding principle of our approach is context dependence, within and (in contrast to Marr [1982]) between levels of organization. We propose that three mechanisms guide the emergence of representations: competition, cooperation, and chronotopy; which themselves allow for two central processes: proactivity and progressive specialization. We suggest that the main outcome of development is partial representations, distributed across distinct functional circuits. This framework is derived by examining development at the level of single neurons, brain systems, and whole organisms. We use the terms encellment, embrainment, and embodiment to describe the higher-level contextual influences that act at each of these levels of organization. To illustrate these mechanisms in operation we provide case studies in early visual perception, infant habituation, phonological development, and object representations in infancy. Three further case studies are concerned with interactions between levels of explanation: social development, atypical development and within that, developmental dyslexia. We conclude that cognitive development arises from a dynamic, contextual change in embodied neural structures leading to partial representations across multiple brain regions and timescales, in response to proactively specified physical and social environment.

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Karmiloff-Smith, Annette. "Preaching to the Converted? From Constructivism to Neuroconstructivism." Child Development Perspectives 3, no. 2 (August 2009): 99–102. http://dx.doi.org/10.1111/j.1750-8606.2009.00086.x.

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Karmiloff-Smith, Annette. "Nativism versus neuroconstructivism: Rethinking the study of developmental disorders." Developmental Psychology 45, no. 1 (January 2009): 56–63. http://dx.doi.org/10.1037/a0014506.

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Gerrans, Philip. "Nativism and Neuroconstructivism in the Explanation of Williams Syndrome." Biology & Philosophy 18, no. 1 (January 2003): 41–52. http://dx.doi.org/10.1023/a:1023396800448.

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Lickliter, Robert. "Representing development: models, meaning, and the challenge of complexity." Behavioral and Brain Sciences 31, no. 3 (June 2008): 342–43. http://dx.doi.org/10.1017/s0140525x08004172.

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AbstractNeuroconstructivism (Mareschal et al. 2007a) provides a useful framework for how to integrate research from different levels of analysis to model the multidimensional dynamics of development. However, the authors overlook the topic of meaning, a fundamental feature of cognition and subjective experience and also downplay the nonlinear nature of developmental causality. Neuroconstructivism is overly optimistic on the point of how well current computational models can address the challenge of complexity in developmental science.

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Rinaldi, Luca, and Annette Karmiloff-Smith. "Intelligence as a Developing Function: A Neuroconstructivist Approach." Journal of Intelligence 5, no. 2 (April 29, 2017): 18. http://dx.doi.org/10.3390/jintelligence5020018.

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Ansari, Daniel, and Annette Karmiloff-Smith. "Atypical trajectories of number development: a neuroconstructivist perspective." Trends in Cognitive Sciences 6, no. 12 (December 2002): 511–16. http://dx.doi.org/10.1016/s1364-6613(02)02040-5.

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Klein-Tasman, Bonita P. "Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach." Child Neuropsychology 19, no. 5 (September 2013): 557–59. http://dx.doi.org/10.1080/09297049.2012.729029.

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Foster, Jonathan, Anke van Eekelen, and Eugen Mattes. "Neuroconstructivism: Evidence for later maturation of prefrontally mediated executive functioning." Behavioral and Brain Sciences 31, no. 3 (June 2008): 338–39. http://dx.doi.org/10.1017/s0140525x08004135.

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AbstractThe authors of this commentary concur with the viewpoint presented by Mareschal et al. (2007a; 2007b) concerning the relevance of neurological data when theorizing about cognitive development. However, we argue here that Mareschal et al. fail to consider adequately the relevance of reorganizational brain events occurring through adolescence and early adulthood, especially regarding the prefrontal cortex and the ontogeny of executive functioning. In addition, evidence from the lifespan neurodevelopmental literature indicates that increased activity of neural networks may signify less efficient processing. This observation is of potential relevance when considering the neurological changes associated with cognitive development during childhood and adolescence.

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Bateson, Patrick. "A good approach to neural and behavioural development but would be even better if set in a broader context." Behavioral and Brain Sciences 31, no. 3 (June 2008): 334–35. http://dx.doi.org/10.1017/s0140525x08004093.

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AbstractAn attractive feature of Neuroconstructivism, Vol. I: How the Brain Constructs Cognition is its emphasis on the active role of the individual in neural and behavioural development and the importance of the interplay with the environment. Certain aspects of development are omitted, however, such as specializations for the distinctive ecologies of infancy and childhood and the scaffolding-like features of behaviour seen during development. It was also a pity that so little credit was given to many scientists who have contributed to just those aspects of development on which the authors focus.

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Westermann, Gert, and Nicolas Ruh. "A neuroconstructivist model of past tense development and processing." Psychological Review 119, no. 3 (2012): 649–67. http://dx.doi.org/10.1037/a0028258.

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Quadrelli, Ermanno, and Chiara Turati. "Origins and development of mirroring mechanisms: A neuroconstructivist framework." British Journal of Developmental Psychology 34, no. 1 (August 10, 2015): 6–23. http://dx.doi.org/10.1111/bjdp.12110.

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Campos, Ruth, Carmen Nieto, and María Núñez. "Research domain criteria from neuroconstructivism: A developmental view on mental disorders." Wiley Interdisciplinary Reviews: Cognitive Science 10, no. 3 (December 26, 2018): e1491. http://dx.doi.org/10.1002/wcs.1491.

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KARMILOFF-SMITH, A. "The tortuous route from genes to behavior: A neuroconstructivist approach." Cognitive, Affective, & Behavioral Neuroscience 6, no. 1 (March 1, 2006): 9–17. http://dx.doi.org/10.3758/cabn.6.1.9.

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Farina, Mirko. "Three Approaches to Human Cognitive Development: Neo-nativism, Neuroconstructivism, and Dynamic Enskillment." British Journal for the Philosophy of Science 67, no. 2 (June 1, 2016): 617–41. http://dx.doi.org/10.1093/bjps/axu026.

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Oliver, Andrew, Mark H. Johnson, Annette Karmiloff-Smith, and Bruce Pennington. "Deviations in the emergence of representations: a neuroconstructivist framework for analysing developmental disorders." Developmental Science 3, no. 1 (March 2000): 1–23. http://dx.doi.org/10.1111/1467-7687.00094.

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Richter, Matthias. "Die Konfusion der Identitätstheorie mit dem Neurokonstruktivismus und deterministischen Naturalismus – demonstriert am Ansatz von Michael Pauen." Deutsche Zeitschrift für Philosophie 67, no. 2 (May 27, 2019): 211–31. http://dx.doi.org/10.1515/dzph-2019-0017.

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Abstract Representatives of ‘philosophy of mind’ such as Michael Pauen think about the issue of mind and brain as if they were solving a linguistic puzzle. At first glance this approach appears to be particularly objective, but actually it contains misleading simplifications, logical failures and categorical mistakes at crucial points in the train of thought. This article demonstrates that the claim of identity of mind and brain only makes sense if one presupposes neuroconstructivism and strong naturalism already in the very composition of the identity-oriented argument. According to naturalism, every occurrence, thus also our subjectivity and our personal acts, are conditioned sufficiently by the causal mechanism of actions. Intentionality is thus reduced to a causal mechanism and consciousness to a psychophysical state. When theorists like Gerhard Roth or Michael Pauen interpret observations of brain science to the effect that our lives are determined by neurobiological processes and that freedom of will in a strong sense is impossible, then they will only find in their interpretations what they ideologically put in beforehand.

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Marcus, David J., and Charles A. Nelson. "Neural Bases and Development of Face Recognition in Autism." CNS Spectrums 6, no. 1 (January 2001): 36–44. http://dx.doi.org/10.1017/s1092852900022872.

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AbstractThis paper critically examines the literature on face recognition in autism, including a discussion of the neural correlates of this ability. The authors begin by selectively reviewing the behavioral and cognitive neuroscience research on whether faces are represented by a “special” behavioral and neural system—one distinct from object processing. The authors then offer a neuroconstructivist model that attempts to account for the robust finding that certain regions in the inferior temporal cortex are recruited in the service of face recognition. This is followed by a review of the evidence supporting the view that face recognition is atypical in individuals with autism. This face-recognition deficit may indicate a continued risk for the further development of social impairments. The authors conclude by speculating on the role of experience in contributing to this atypical developmental pattern and its implications for normal development of face processing.

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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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Martínez Castilla, Pastora. "La teoría del muestreo temporal aplicada a los trastornos del lenguaje: análisis desde una perspectiva neuroconstructivista." Revista de Neurología 73, no. 11 (2021): 394. http://dx.doi.org/10.33588/rn.7311.2021204.

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Viana-Sáenz, Lourdes, Sylvia Sastre-Riba, Maria Luz Urraca-Martínez, and Juan Botella. "Measurement of Executive Functioning and High Intellectual Ability in Childhood: A Comparative Meta-Analysis." Sustainability 12, no. 11 (June 11, 2020): 4796. http://dx.doi.org/10.3390/su12114796.

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From a neuroconstructivist approach and a developmental model of high intellectual ability (HIA), it is argued that the management of intellectual resources through executive functioning (EF) is one of the factors influencing the expression of high potential. The main objective is to determine the effectiveness of measures of executive functioning used comparing schoolchildren with HIA and those of average intelligence. A meta-analysis was carried out on a selection of 17 studies for a total sample of 1518 children with either HIA or an average level of intelligence. Pooled estimates of effect size revealed a significant difference favoring the HIA individuals in the two components of EF related with WM verbal (d = 1.015), and WM visual-spatial (d = 0.709). Other components did not show significant differences: inhibition (d = −0.014), flexibility (d = 0.068), and planification (d = −0.038). The empirical heterogeneity was very high. It is concluded that these instruments show a degree of measurement impurity, which condition their validity and reliability, and that schoolchildren with HIA display better executive functioning in the components of verbal and visual-spatial working memory.

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Lorusso, Maria Luisa, Simona Travellini, Marisa Giorgetti, Paola Negrini, Gianluigi Reni, and Emilia Biffi. "Semi-Immersive Virtual Reality as a Tool to Improve Cognitive and Social Abilities in Preschool Children." Applied Sciences 10, no. 8 (April 24, 2020): 2948. http://dx.doi.org/10.3390/app10082948.

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Virtual reality (VR) creates computer-generated virtual environments where users can experience and interact in a similar way as they would do in real life. VR systems are increasingly being used for rehabilitation goals, mainly with adults, but also with children, extending their application to the educational field. This report concerns a study of the impact of a semi-immersive VR system in a group of 25 children in a kindergarten context. The children were involved in several different games and activity types, specifically developed with the aim of learning specific skills and foster team collaboration. Their reactions and behaviors were recorded by their teachers and by trained psychologists through observation grids addressing task comprehension, participation and enjoyment, interaction and cooperation, conflict, strategic behaviors, and adult-directed questions concerning the activity, the device or general help requests. The grids were compiled at the initial, intermediate and final timepoint during each session. The results show that the activities are easy to understand, enjoyable, and stimulate strategic behaviors, interaction and cooperation, while they do not elicit the need for many explanations. These results are discussed within a neuroconstructivist educational framework and the suitability of semi-immersive, virtual-reality-based activities for cognitive empowerment and rehabilitation purposes is discussed.

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Filippi, Roberto, Dean D’Souza, and Peter Bright. "A developmental approach to bilingual research: The effects of multi-language experience from early infancy to old age." International Journal of Bilingualism 23, no. 5 (January 1, 2018): 1195–207. http://dx.doi.org/10.1177/1367006917749061.

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Aims and objectives: In this commentary article we consider the benefits of adopting a neuroconstructivist approach in the study of bilingualism in order to promote empirical and theoretical progress on the fiercely debated issue of whether bilingualism confers genuine cognitive advantages. Significance/implications: Although there is a general consensus that exposure to multilingual environments does not impair cognitive development, there are still doubts on the possible beneficial advantages of bilingualism. Critics argue that the evidence for this advantage might have been confounded by unsound or questionable methodological practices. Some investigators have abandoned research in this area, indicating either that there is no bilingual advantage or that it is impossible to capture and therefore rule out alternative explanations for group differences. Rather than dismissing this important theme in the literature, we advocate a more systematic approach in which the effects of multilinguistic experience are assessed and interpreted across well-defined stages of cognitive development. Conclusions: We encourage a broad, developmentally informed approach to plotting the trajectory of interactions between multi-language learning and cognitive development, using a convergence of neuroimaging and behavioural methods, across the whole lifespan. We believe that, through studying infants, children, young adults, adults and the elderly within a coherent and systematic developmental framework, a more accurate and valid account of potential cognitive and neural changes associated with multi-language learning will emerge.

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Del Popolo Cristaldi, Fiorella, Lisa Toffoli, Gian Marco Duma, and Giovanni Mento. "Little fast, little slow, should I stay or should I go? Adapting cognitive control to local-global temporal prediction across typical development." PLOS ONE 18, no. 2 (February 24, 2023): e0281417. http://dx.doi.org/10.1371/journal.pone.0281417.

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Adaptive cognitive control (CC), the ability to adjust goal-directed behavior according to changing environmental demand, can be instantiated bottom-up by implicit knowledge, including temporal predictability of task-relevant events. In S1-S2 tasks, either local (trial-by-trial hazard expectation) or global (block-by-block expectation) temporal information can induce prediction, allowing for proactive action control. Recent developmental evidence showed that adaptive CC based on global temporal prediction emerges earlier than when it is based on the local one only. However, very little is known about how children learn to dynamically adjust behavior on the fly according to changing global predictive information. Addressing this issue is nevertheless crucial to unravel the mechanisms underlying adaptive CC flexibility. Here we used a modified version of the Dynamic Temporal Prediction task to investigate how typically developing younger (6–8 years) and older children (9–11 years), adolescents (12–15 years) and adults (21–31 years) use global prediction to shape adaptive CC over time. Specifically, the short-long percentage of S2 preparatory intervals was manipulated list-wide to create a slow-fast-slow-fast fixed block sequence and test how efficiently the response speed adapted accordingly. Overall, results revealed that in all groups behavioral performance is successfully adjusted as a function of global prediction in the late phase of the task (block 3 to 4). Remarkably, only adolescents and adults exhibit an early adaptation of adaptive CC (block 1 to 2), while children younger than 11 show sluggish ability in inferring implicit changes in global predictive rules. This age-related dissociation suggests that, although being present from an early age, adaptive CC based on global predictive information needs more developmental space to become flexible in an efficient way. In the light of a neuroconstructivist approach, we suggest that bottom-up driven implicit flexibility may represent a key prerequisite for the development of efficient explicit cognitive control

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Carroll, Julia. "Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach E.K.Farran & A.Karmiloff-Smith (Eds.) Oxford: Oxford University Press, 2012. pp. 408, £49.95 (hb). ISBN: 978-0-19-959481-8." Child and Adolescent Mental Health 18, no. 4 (October 11, 2013): 255–56. http://dx.doi.org/10.1111/camh.12047_3.

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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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Karmiloff-Smith, Annette. "From constructivism to neuroconstructivism: Did we still fall into the foundationalism/encodingism trap? Commentary on “Stepping off the pendulum: Why only an action-based approach can transcend the nativist–empiricist debate” by J. Allen and M. Bickhard." Cognitive Development 28, no. 2 (April 2013): 154–58. http://dx.doi.org/10.1016/j.cogdev.2013.01.007.

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Tokuhama-Espinosa, Tracey, and Cynthia Borja. "Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?" Frontiers in Education 8 (August 1, 2023). http://dx.doi.org/10.3389/feduc.2023.1215510.

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Recent advances in pedagogical research have called attention to the dynamic nature of the teaching and learning process in which the actors mutually influence one another. The understanding of how this works in the brain—the specialized neural networks related to this process—is often limited to neuroscientists but are slowly becoming available to other learning scientists, including teachers. A transdisciplinary approach combining the best information about observable teaching-learning processes from education with newer information from the neurosciences may aid in resolving fundamental questions in the learning process. Teachers’ professional formation and development is often structured in segmented topical ways (e.g., pedagogy, evaluation, planning, classroom management, social–emotional learning), to identify important content knowledge (e.g., art, reading, mathematics, STEM), or to appreciate life skills (e.g., collaboration, critical thinking, social–emotional learning). While important, knowledge about the brain, the organ responsible for learning, is typically absent from teacher education. This paper reexamines the evidence from neuroconstructivism and the hierarchy of learning trajectories and combines it with evidence from psychology and the ways humans interact during the teaching-learning process to suggest radical neuroconstructivism as a framework within which to organize teachers’ professional development. The radical neuroconstructivism framework may contribute to making the content knowledge of teachers’ continual professional development more visible.

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Astle, Duncan E., Mark H. Johnson, and Danyal Akarca. "Toward computational neuroconstructivism: a framework for developmental systems neuroscience." Trends in Cognitive Sciences, May 2023. http://dx.doi.org/10.1016/j.tics.2023.04.009.

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Campos, Ruth, and Carmen Nieto. "When dyadic interaction is the context: Mimicry behaviors on the origin of imitation." Behavioral and Brain Sciences 40 (2017). http://dx.doi.org/10.1017/s0140525x16001862.

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AbstractKeven & Akins (K&A) redefine some of the neonatal imitation (NI) behaviors as developmental stereotypes. From a neuroconstructivist framework, those early gestures are also far from being considered as imitative behaviors. The cognitive substrate of imitation requires an interactive context to develop. Prior to intentional imitation, the dyad shows mimicry behaviors, which are automatic, but do not fade through development.

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Plusquellec, A., and L. Vandromme. "Point de vue neuroconstructiviste : modèle développemental du trouble du spectre de l’autisme." Neuropsychiatrie de l'Enfance et de l'Adolescence, September 2023. http://dx.doi.org/10.1016/j.neurenf.2023.09.003.

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"Supplemental Material for A Neuroconstructivist Model of Past Tense Development and Processing." Psychological Review, 2012. http://dx.doi.org/10.1037/a0028258.supp.

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Romero-Rivas, Carlos, Sara Rodríguez-Cuadrado, Lucía Sabater, Pablo Rodríguez Gómez, Irene Hidalgo de la Guía, Eva M. Moreno, and Elena Garayzábal Heinze. "Beyond the conservative hypothesis: a meta-analysis of lexical-semantic processing in Williams syndrome." Language and Cognition, May 17, 2023, 1–25. http://dx.doi.org/10.1017/langcog.2023.15.

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Abstract Williams syndrome (WS) is a rare genetic disorder, characterised at the cognitive level by a phenotypic pattern of relative weaknesses (e.g., visuospatial skills) and strengths (e.g., some linguistic and nonverbal reasoning skills). In this study, we performed a systematic search and meta-analysis on lexical-semantic processing in WS, an area of knowledge in which contradictory results have been obtained. We found 42 studies matching our criteria, and, in total, 78 effect sizes were included in the meta-analysis. Results showed that individuals with WS have worse lexical-semantic skills than individuals with typical development, whether matched by chronological or mental age. However, people with WS have better lexical-semantic skills than people diagnosed with other cognitive disabilities. Finally, vocabulary skills seem to be relatively spared in WS, although they present some difficulties in semantic processing/integration, semantic memory organisation and verbal working memory skills. Taken together, these results support a neuroconstructivist approach, according to which the cognitive mechanisms involved in lexical-semantic processing may be modulated, even when performance in some tasks (i.e., vocabulary tasks) might be optimal.

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Urraca-Martínez, MᵃLuz, and Sylvia Sastre-Riba. "Cognitive Flexibility in Schoolchild Through the Graphic Representation of Movement." Frontiers in Psychology 11 (January 13, 2021). http://dx.doi.org/10.3389/fpsyg.2020.624922.

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Neuroconstructivism postulates the progressive complexity of mental representation over the course of cognitive development and the role of the graphic representation of movement in the transformation of mental schemas, cognitive flexibility, and representational complexity. This study aims to: (1) understand children’s resources in the drawing of movement (5–8 years); and (2) verify whether there are differences in the graphic representation of movement as an indicator of cognitive flexibility. The participants were N = 240 children aged 5–8 years; 1,440 drawings were collected representing 2,880 characters (both animate and inanimate) from six stories. The analysis consisted: (1) data quality control, using the kappa coefficient, and Generalizability Theory to test the instrument’s validity and reliability; (2) Multivariate General Analysis and Mixed Linear Analysis of the factors (age and stories); (3) Multivariate General Analysis of the graphic components: categories and microcategories, as well as the elements that make up the macrocategories: “Static,” “Indication,” and “Movement”; and (4) calculation of the generalizability coefficient (G-coefficient). The results show that: (a) age best explains variability, with a high effect size (η2 = 0.732) across all components (F = 153.445; p < 0.001), thus increasing its complexity and (b) at ages 6 and 7, “Indication” appears as a modulator of “Static” (age 5) toward “Movement” (age 8). The generalizability coefficient is optimal (0.995). It is concluded that changes in the initial graphic representation of movement may interactively transform mental representation, thus increasing cognitive flexibility and prompting teaching applications to optimize such changes.

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Martínez, Verónica, Vanesa Pérez, María Aránzazu Antón, Manuela Miranda, and Patricio Vergara. "Longitudinal profiles of late phonological development in children with Williams syndrome." Frontiers in Communication 9 (April 16, 2024). http://dx.doi.org/10.3389/fcomm.2024.1386899.

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Williams syndrome (WS) is a genetic neurodevelopmental disorder characterized by language skills above what is expected considering non-verbal intelligence. Research on phonological development is scarce, with many studies focusing on grammar in children and adolescents. In one of our previous studies transversally explored the profiles of late phonological development in Spanish-speaking WS children, adolescents, and adults, while our objective is to longitudinally determine these profiles for WS children based on present error indexes in spontaneous speech. Participants were seven WS children (aged 3;7–8;2), engaging in two spontaneous conversations within a 6-month interval. They were compared cross-sectionally with 240 typically developing (TD) children aged 3–6 years, divided into six groups. All speech samples were transcribed and analyzed with the CLAN software package of the CHILDES Project. Phonological profiles were established on the basis of phonological error indexes obtained dividing absolute frequency of errors by the total number of words produced. WS children showed a mean reduction of more than 25% in the absolute frequency of phonological errors after 6 months. As for the comparison with the normative groups, their error index was consistent with the stage of expansion in TD, however, after 6 months, this was consistent with the stage of stabilization. This atypical acceleration in phonological development could be related to lexical growth in the context of relative preservation of phonological memory. Furthermore, the trajectories of late phonological development in WS children might not be linear, as postulated by neuroconstructivist models, suggesting the need for intervention approaches specifically adapted to the phonological profiles of WS children.

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Waber, Deborah P., Ellen C. Boiselle, Ayse D. Yakut, Carrie P. Peek, Kristine E. Strand, and Jane H. Bernstein. "Developmental Dyspraxia in Children With Learning Disorders: Four-Year Experience in a Referred Sample." Journal of Child Neurology, October 25, 2020, 088307382096691. http://dx.doi.org/10.1177/0883073820966913.

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Objective: The term apraxia is clearly understood in adult behavioral neurology, with assessment of gesture central to the diagnosis. In contrast, the concept of “developmental dyspraxia” has been more problematic. In an effort to better specify its potential significance, we describe preliminary practice-based evidence for understanding developmental dyspraxia acquired within a theoretical framework informed by both adult behavioral neurology and a neuroconstructivist appreciation of neurodevelopmental disorders. Specifically, we describe the experience of a diagnostic clinic for children with learning disorders that adopted this framework and compare clinical characteristics of children diagnosed with dyspraxia with those of children diagnosed with dyslexia during the same time period. Method: The dyspraxia diagnosis was based on the presence of impaired gesture and/or cognitive problems with planning. Over the target period, 71 children were diagnosed with dyspraxia and 114 children were diagnosed with dyslexia. Twenty-nine of the 71 children with dyspraxia were also diagnosed with dyslexia. Domains assessed included early developmental milestones, neurologic findings, cognition, speech and language, academic skills, and psychosocial functioning. Results: Compared to the dyslexia group, children with dyspraxia (with or without dyslexia) had more problems with speech and language planning and planning in everyday life. Children with dyspraxia without dyslexia had more frequent early motor delays and deficits in visuospatial production than the other groups. The dyslexia groups predictably demonstrated poorer single word reading and phonologic processing compared to the dyspraxia only group (all P < .01). Conclusions: A neurologic finding of impaired gesture in children with learning disorders may signal a broader neurodevelopmental profile of developmental dyspraxia with both theoretical relevance and meaningful implications for evaluation and treatment. Cognitive problems with planning are particularly relevant.

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Kissné, Réka, Réka Zsámboki, and László Varga. "Természet- és életközeli nevelés a reformpedagógiai törekvések és a neurokonstruktivista tanuláselmélet párhuzamainak tükrében • Nature- and Experience-Based Education in the Light of Theoretical Parallels to Reform Pedagogy and Neuroconstructivism." Magyar Tudomány, March 1, 2023. http://dx.doi.org/10.1556/2065.184.2023.3.2.

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Journal articles on the topic 'Neuroconstructivisme'

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