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J.M.: Computer simulations of developmental change: The contributions of working memory capacity and long-term knowledge.
- Cognitive Science
, 2008
"... Abstract Increasing working memory (WM) capacity is often cited as a major influence on children's development and yet WM capacity is difficult to examine independently of long-term knowledge. A computational model of children's nonword repetition (NWR) performance is presented that indep ..."
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Abstract Increasing working memory (WM) capacity is often cited as a major influence on children's development and yet WM capacity is difficult to examine independently of long-term knowledge. A computational model of children's nonword repetition (NWR) performance is presented that independently manipulates long-term knowledge and WM capacity to determine the relative contributions of each in explaining the developmental data. The simulations show that (a) both mechanisms independently cause the same overall developmental changes in NWR performance, (b) increase in long-term knowledge provides the better fit to the child data, and (c) varying both long-term knowledge and WM capacity adds no significant gains over varying long-term knowledge alone. Given that increases in long-term knowledge must occur during development, the results indicate that increases in WM capacity may not be required to explain developmental differences. An increase in WM capacity should only be cited as a mechanism of developmental change when there are clear empirical reasons for doing so.
Short Arms and Talking E Longer Abide the Nativ
"... anything else. These nativist concepts originated in the rational-ist tradition of Plato, Descartes, and Kant (Spelke & Newport, 1998), and thus nativists assume that relationships between developmental antecedents and consequents are rational and (Gottlieb, 1997). For example, what rationalist ..."
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anything else. These nativist concepts originated in the rational-ist tradition of Plato, Descartes, and Kant (Spelke & Newport, 1998), and thus nativists assume that relationships between developmental antecedents and consequents are rational and (Gottlieb, 1997). For example, what rationalist analysis would We would like to thank Karla McGregor, Amanda Owen, the members of the Delta Center, J. Lebowski, and five anonymous reviewers for helpful comments on earlier versions of this manu-ª 2009, Copyright the Author(s)
For Child Development Perspectives SHORT ARMS AND TALKING EGGS: WHY WE SHOULD NO LONGER ABIDE THE NATIVIST-EMPIRICIST DEBATE
, 2009
"... The nativist-empiricist debate and the nativist commitment to the idea of core knowledge and endowments that exist without relevant postnatal experience continue to distract attention from the reality of developmental systems. The developmental systems approach embraces the concept of epigenesis, th ..."
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The nativist-empiricist debate and the nativist commitment to the idea of core knowledge and endowments that exist without relevant postnatal experience continue to distract attention from the reality of developmental systems. The developmental systems approach embraces the concept of epigenesis, that is, the view that development emerges via cascades of interactions across multiple levels of causation, from genes to environments. This view is rooted in a broader interpretation of experience and an appreciation for the nonobvious nature of development. We illustrate this systems approach with examples from studies of imprinting, spatial cognition, and language development, revealing the inadequacies of the nativist-empiricist debate and the inconvenient truths of development. Developmental scientists should no longer abide the nativist-empiricist debate and nativists ’ ungrounded focus on origins. Rather, the future lies in grounding our science in contemporary theory and developmental process. 3
