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Готові списки джерел за темами / Neuroconstructivisme

Добірка наукової літератури з теми "Neuroconstructivisme"

Автор: Grafiati

Опубліковано: 7 липня 2024

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Статті в журналах з теми "Neuroconstructivisme":

1

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.

2

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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3

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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4

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.

5

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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6

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.

7

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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8

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.

9

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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10

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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Дисертації з теми "Neuroconstructivisme":

1

Anquetil, Marie. "Marqueurs de développement de l'attention exécutive chez l'enfant d'âge préscolaire." Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMC034.

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L’attention exécutive se développe considérablement durant la période préscolaire, période à laquelle peuvent se manifester les premiers signes de trajectoires développementales atypiques. Des troubles de l’attention exécutive conjointement à des atypies sensorielles, notamment tactiles, sont fréquemment rapportés dans les troubles neurodéveloppementaux. L’objectif de ce travail de thèse était d’explorer les liens entre attention exécutive et traitement sensoriel tactile chez des enfants d’âge préscolaire. Dans une première étude, nous avons mis en évidence un lien entre le score de traitement sensoriel tactile, mesuré par le questionnaire du Profil Sensoriel de Dunn, et le score composite exécutif global de la BRIEF-P. Pour explorer ultérieurement ce lien au niveau cérébral auprès de notre population d’étude, nous avons adapté une tâche informatisée d’attention exécutive, nommée la Preschool-ANT, compatible avec des mesures en EEG. Dans une seconde étude, nous avons mis à profit ce nouvel outil pour évaluer en EEG les liens entre attention exécutive et traitement sensoriel tactile. Nous avons conçu un paradigme vibrotactile de type oddball-omission pour mesurer la prédiction sensorielle et son mécanisme associé, la suppression par répétition. Nous mettons en évidence des liens entre suppression par répétition tactile et réponses au conflit à la Preschool-ANT en région fronto-centrale. De plus, la suppression par répétition tactile en région somatosensorielle est corrélée à l’inhibition et la planification en situation de vie quotidienne (BRIEF-P). Enfin, la détection de stimuli tactiles déviants montrait des liens à la fois avec la différence des réponses neurales positives tardives de la Preschool-ANT et le contrôle émotionnel en situation de vie quotidienne (BRIEF-P). Ce travail de thèse souligne la pertinence d’étudier, dès le plus jeune âge, la qualité du traitement sensoriel tactile pour comprendre l’évolution vers des trajectoires développementales atypiques. Il offre des perspectives pour concevoir de nouveaux outils d’évaluation et des interventions précoces ciblées sur les troubles sensoriels, pour conjointement réduire leur impact et prévenir les troubles attentionnels
Executive attention develops rapidly during the preschool period, during which the first signs of atypical developmental trajectories can appear. Executive attention disorders, along with sensory atypicalities, particularly tactile, are frequently reported in neurodevelopmental disorders. The aim of this doctoral work was to explore the connections between executive attention and tactile sensory processing in preschool-aged children. In a first study, we identified a relationship between the tactile sensory processing score, measured by the Dunn Sensory Profile questionnaire, and the BRIEF-P overall executive composite score. To further investigate this connection at the neural level within our study population, we adapted a computerized executive attention task called the Preschool-ANT, which is compatible with EEG measurements. In a second study, we utilized this new tool to assess the links between executive attention and tactile sensory processing in EEG. We designed a vibrotactile oddball-omission paradigm to measure sensory prediction and its associated mechanism, repetition suppression. We found links between tactile repetition suppression and conflict responses in the Preschool-ANT in the fronto-central region. Furthermore, tactile repetition suppression in the somatosensory region is correlated with inhibition and planning in everyday life situations (BRIEF-P). Lastly, the detection of deviant tactile stimuli showed links both with the difference in late positive neural responses in the Preschool-ANT and emotional control in daily life situations (BRIEF-P). This doctoral work emphasizes the importance of studying the quality of tactile sensory processing from a very young age to understand the emergence of atypical developmental trajectories. It offers new perspectives for designing new assessment tools and promoting early interventions targeting sensory disorders to simultaneously reduce their impact and prevent attentional disorders

2

Ballantyne, Carrie Jennifer. "The visuo-spatial hierarchical processing trajectories of typical and atypical development : a neuroconstructivist approach." Thesis, Glasgow Caledonian University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517970.

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3

QUADRELLI, ERMANNO. "La comprensione delle azioni e delle emozioni altrui: correlati elettrofisiologici nella prima infanzia e in età prescolare." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/100092.

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The research presented in the current dissertation investigates two of the most intriguing topics pertaining to the field of developmental cognitive neuroscience, namely, the development of the ability to understand others’ actions and the ability to comprehend others' emotions. Recent research suggests that the human brain is equipped with structures that are active both during first- and third-person experience of actions and emotions. These structures, known as the mirror neuron system (MNS), were originally discovered in monkeys. They have been proposed as a neural mechanism through which others’ actions, intentions, and emotions can be directly understood by bridging the gap between self and others. In fact, when we perceive someone else’s action or emotion expression we activate a network that is also active during action execution or expression of emotions. Despite recent advances in the study of the development of action and emotion processing, the neuro-cognitive correlates of these abilities in infants and children are far from being fully understood. Studies described in this dissertation attempt to fill this gap by investigating the neural correlates of the ability to perceive and understand others’ actions and emotions in preverbal infants and older children. Chapter 1 provides a review of existing models developed to tackle the developmental origins of mirroring mechanisms, and a discussion of the existing debate about the role of the motor system in action and emotion understanding. The studies reported in Chapter 2 and 3, respectively, focus on the neural correlates of 7-month-olds’ processing of human action sounds, as measured through event-related potentials (ERPs), and the neural mechanisms driving toddlers’ ability to understand others' actions, as assessed by frequency oscillation through time-frequency analysis. Furthermore, the development of the ability to understand others' emotions and the role played by the motor system in such an understanding across development will also be explored. The study described in Chapter 4 explores the neural correlates of 7-month-old infants' capability to process static and dynamic facial expressions of emotions, whereas Chapter 5 is dedicated to the investigation of the mechanisms underlying covert facial muscle reactions, as measured through surface electromyography (sEMG), elicited by the observation of emotional expressions in 3-years-old children. Results of the presented research will be discussed in Chapter 6 to provide an integrated picture of the early stages of the development of action and emotion understanding. The existing theoretical debate about the role of the motor system in action and emotion understanding processes will be addressed by proposing a developmental viewpoint.

4

Svirko, Elena. "Individual differences in complex grammar acquisition : causes and consequences." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b0b039d2-5025-4f48-8aa5-546b6bd29090.

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A longitudinal study lasting 3.5 years was conducted to investigate complex grammar development, focusing on acquisition of the passive and type 3 conditionals, and its relationship with a number of domain-general, domain-specific and environmental factors. 128 children (M = 5 years 10 months) were tested at the beginning and towards the end of each school year starting from Year 1. The administered measures included established tests of fluid intelligence, short-term and working memory, seriation, grammar, vocabulary, literacy and arithmetic, plus newly-developed tests of passive and conditional sentence acquisition, and arithmetic word problem solving. It was demonstrated that grammar acquisition is not complete even when children start Year 4 of primary school (M = 8 years 7 months), when the current study was completed. At that time, 32% of children have not acquired type 3 conditionals and 89% showed no understanding of centre-embedded sentences. However, only 3% showed no passive sentence acquisition. Fluid intelligence, verbal STM and WM, ability to seriate, vocabulary and parental education level were all found to contribute to individual differences in complex grammar acquisition, independently of age differences and, where relevant, independently of non-verbal ability. There were differences between the passives and the conditionals in their relationship to these variables. Complex grammar development was found to be a significant predictor of reading comprehension, spelling and arithmetic performance, independently of age, non-verbal ability, verbal STM and WM. The findings demonstrate the inter-relatedness of higher cognitive functions, particularly domain-general with domain-specific ones. Modularity in its strictest sense (informational encapsulation, functional isolation) is not present in normally developing brains. Educational applications of the results are discussed.

Книги з теми "Neuroconstructivisme":

1

Denis, Mareschal, ed. Neuroconstructivism. Oxford: Oxford University Press, 2007.

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2

Farran, Emily K., and Annette Karmiloff-Smith. Neurodevelopmental disorders across the lifespan: A neuroconstructivist approach. Oxford: Oxford University Press, 2012.

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3

Johnson, Mark, Denis Mareschal, Sylvain Sirois, Michael Spratling, Gert Westermann, and Michael Thomas. Neuroconstructivism: Volumes I & II (Developmental Cognitive Neuroscience). Oxford University Press, USA, 2007.

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4

(Editor), Denis Mareschal, Sylvain Sirois (Editor), and Gert Westermann (Editor), eds. Neuroconstructivism - II: Perspectives and Prospectives (Developmental Cognitive Neuroscience). Oxford University Press, USA, 2007.

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5

(Editor), Denis Mareschal, Sylvain Sirois (Editor), and Gert Westermann (Editor), eds. Neuroconstructivism - II: Perspectives and Prospectives (Developmental Cognitive Neuroscience). Oxford University Press, USA, 2007.

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6

Farran, Emily K., and Annette Karmiloff-Smith. Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach. Oxford University Press, 2011.

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7

Farran, Emily K., and Annette Karmiloff-Smith. Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach. Oxford University Press, 2011.

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8

Johnson, Mark, Denis Mareschal, Sylvain Sirois, Michael Spratling, Gert Westermann, and Michael Thomas. Neuroconstructivism - I: How the Brain Constructs Cognition (Developmental Cognitive Neuroscience). Oxford University Press, USA, 2007.

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9

Johnson, Mark H., Michael S. C. Thomas, and Annette Karmiloff-Smith. Thinking Developmentally from Constructivism to Neuroconstructivism: Selected Works of Annette Karmiloff-Smith. Taylor & Francis Group, 2018.

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10

Johnson, Mark H., Michael S. C. Thomas, and Annette Karmiloff-Smith. Thinking Developmentally from Constructivism to Neuroconstructivism: Selected Works of Annette Karmiloff-Smith. Taylor & Francis Group, 2018.

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Частини книг з теми "Neuroconstructivisme":

1

Westermann, Gert, Michael S. C. Thomas, and Annette Karmiloff-Smith. "Neuroconstructivism." In The Wiley-Blackwell Handbook of Childhood Cognitive Development, 723–48. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325485.ch28.

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2

Forest, Denis. "Neuroconstructivism: A Developmental Turn in Cognitive Neuroscience?" In Brain Theory, 68–87. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9780230369580_5.

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3

Guarini, AnnaLisa, Mariagrazia Zuccarini, and Alessandra Sansavini. "Neuroconstructivism to understand the effect of very preterm birth on language and literacy." In Atypical Language Development in Romance Languages, 23–35. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/z.223.02gua.

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4

Forest, Denis. "Chapitre 3. Comment faire un cerveau ? Forces et faiblesses du neuroconstructivisme." In L’innéité aujourd’hui, 63. Editions Matériologiques, 2013. http://dx.doi.org/10.3917/edmat.fores.2013.01.0063.

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5

Annette, Karmiloff-Smith. "Nativism versus neuroconstructivism." In Thinking Developmentally from Constructivism to Neuroconstructivism, 273–88. Routledge, 2018. http://dx.doi.org/10.4324/9781315516691-14.

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6

Karmiloff-Smith, Annette. "Brain: The neuroconstructivist approach." In Neurodevelopmental Disorders Across the Lifespan, 37–58. Oxford University Press, 2011. http://dx.doi.org/10.1093/acprof:oso/9780199594818.003.0024.

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7

Johnson, Mark H., and Denis Mareschal. "Conclusion: the future of neuroconstructivism." In Neuroconstructivism Volume TwoPerspectives and Prospects, 265–70. Oxford University Press, 2007. http://dx.doi.org/10.1093/acprof:oso/9780198529934.003.0011.

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8

"Introduction: Karmiloff-Smith from Piaget to neuroconstructivism." In Thinking Developmentally from Constructivism to Neuroconstructivism, 1–20. Routledge, 2018. http://dx.doi.org/10.4324/9781315516691-1.

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9

Sirois, Sylvain, Denis Mareschal, and Gert Westermann. "Introduction." In Neuroconstructivism Volume TwoPerspectives and Prospects, 1–12. Oxford University Press, 2007. http://dx.doi.org/10.1093/acprof:oso/9780198529934.003.0001.

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10

Bednar, James A., and Risto Miikkulainen. "Constructing visual function through prenatal and postnatal learning." In Neuroconstructivism Volume TwoPerspectives and Prospects, 13–38. Oxford University Press, 2007. http://dx.doi.org/10.1093/acprof:oso/9780198529934.003.0002.

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Тези доповідей конференцій з теми "Neuroconstructivisme":

1

Saprankova, Marina. "Intelligence As A Predictor Of Personality Development: A Neuroconstructivist Approach." In International Scientific Conference “Personality in Norm and in Pathology. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.04.9.

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