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  1. On the Validity of Simulating Stagewise Development by Means of PDP Networks: Application of Catastrophe Analysis and an Experimental Test of Rule‐Like Network Performance.Risto Miikkulainen, Regina Vollmeyer, Bruce D. Burns, Keith J. Holyoak, Maartje E. J. Raijmakers, Sylvester van Koten, Peter C. M. Molenaar, Daniel Jurafsky, Gerhard Weber & Giuseppe Mantovani - 1996 - Cognitive Science 20 (1):101-136.
    This article addresses the ability of Parallel Distributed Processing (PDP) networks to generate stagewise cognitive development in accordance with Piaget's theory of cognitive epigenesis. We carried out a replication study of the simulation experiments by McClelland (1989) and McClelland and Jenkins (1991) in which a PDP network learns to solve balance scale problems. In objective tests motivated from catastrophe theory, a mathematical theory of transitions in epigenetical systems, no evidence for stage transitions in network performance was found. It is concluded (...)
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  • Is intelligent behavior a directly observable phenomenon?E. W. Menzel - 1989 - Behavioral and Brain Sciences 12 (3):603-604.
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  • Habitat and the adaptiveness of primate intelligence.W. C. McGrew - 1979 - Behavioral and Brain Sciences 2 (3):393-393.
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  • Data for a theory of language origins.Alexander Marshack - 1979 - Behavioral and Brain Sciences 2 (3):394-396.
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  • A fourth approach to the study of learning: Are “processes” really necessary?John C. Malone - 1981 - Behavioral and Brain Sciences 4 (1):151-152.
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  • Tool use implies sensorimotor skill: But differences in skills do not imply differences in intelligence.Euan M. Macphail - 1989 - Behavioral and Brain Sciences 12 (3):602-603.
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  • Doubts about the form of development.John Macnamara - 1979 - Behavioral and Brain Sciences 2 (3):393-394.
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  • Graphic skills, posture, and the evolution of intelligence.Liliane Lurçat - 1979 - Behavioral and Brain Sciences 2 (3):392-393.
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  • Beyond methodological solipsism?Michael Losonsky - 1994 - Behavioral and Brain Sciences 17 (4):723-724.
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  • Species differences and principles of learning: Informed generality.A. W. Logue - 1981 - Behavioral and Brain Sciences 4 (1):150-151.
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  • The stage concept in developmental theory: a dialectic alternative.Richard M. Lerner - 1979 - Behavioral and Brain Sciences 2 (1):144-145.
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  • Human understanding: a question of description.Joseph T. Lawton - 1979 - Behavioral and Brain Sciences 2 (1):144-144.
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  • Assumptions about hominid “intelligence” and “language.”.John T. Lamendella - 1979 - Behavioral and Brain Sciences 2 (3):391-392.
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  • General process theory, ecology, and animal-human continuity: A cognitive perspective.Janet L. Lachman & Roy Lachman - 1981 - Behavioral and Brain Sciences 4 (1):149-150.
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  • The power of explicit knowing.Deanna Kuhn - 1994 - Behavioral and Brain Sciences 17 (4):722-723.
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  • The ecological approach to learning.John Kruse & Edward Reed - 1981 - Behavioral and Brain Sciences 4 (1):148-149.
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  • Environmental factors and the organization of developmental changes.Barbara Koslowski - 1979 - Behavioral and Brain Sciences 2 (1):143-144.
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  • The applicability of Piagetian concepts to animals.Adriaan Kortlandt - 1989 - Behavioral and Brain Sciences 12 (3):601-601.
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  • Origins of language: a proposed moratorium.Melvin Konner - 1979 - Behavioral and Brain Sciences 2 (3):391-391.
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  • The evolution of intelligence: making assumptions explicit and hypotheses testable.J. Kitahara-Frisch - 1979 - Behavioral and Brain Sciences 2 (3):390-391.
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  • Piaget's epistemic subject and science education: Epistemological vs. psychological issues.Richard F. Kitchener - 1993 - Science & Education 2 (2):137-148.
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  • Bibliography of philosophical work on Piaget.Richard F. Kitchener - 1985 - Synthese 65 (1):139 - 151.
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  • Transforming a partially structured brain into a creative mind.Annette Karmiloff-Smith - 1994 - Behavioral and Brain Sciences 17 (4):732-745.
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  • Précis of Beyond modularity: A developmental perspective on cognitive science.Annette Karmiloff-Smith - 1994 - Behavioral and Brain Sciences 17 (4):693-707.
    Beyond modularityattempts a synthesis of Fodor's anticonstructivist nativism and Piaget's antinativist constructivism. Contra Fodor, I argue that: (1) the study of cognitive development is essential to cognitive science, (2) the module/central processing dichotomy is too rigid, and (3) the mind does not begin with prespecified modules; rather, development involves a gradual process of “modularization.” Contra Piaget, I argue that: (1) development rarely involves stagelike domain-general change and (2) domainspecific predispositions give development a small but significant kickstart by focusing the infant's (...)
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  • Ecology and learning.Alan C. Kamil - 1981 - Behavioral and Brain Sciences 4 (1):147-148.
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  • A funny thing happened on the way to comparative psychology.James W. Kalat - 1981 - Behavioral and Brain Sciences 4 (1):147-147.
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  • Feeding versus social factors in cognitive evolution: can't we have it both ways?Alison Jolly - 1979 - Behavioral and Brain Sciences 2 (3):389-390.
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  • The right tools for the job?Mark Johnson & Annette Karmiloff-Smith - 1989 - Behavioral and Brain Sciences 12 (3):600-600.
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  • Piagetian stages and the anagenetic study of cognitive evolution.Timothy D. Johnston - 1989 - Behavioral and Brain Sciences 12 (3):600-601.
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  • Genes, development, and the “innate” structure of the mind.Timothy D. Johnston - 1994 - Behavioral and Brain Sciences 17 (4):721-722.
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  • Constructing the Child in Psychology: the Child-as-Primitive in Hall and Piaget.Ann Johnson - 1995 - Journal of Phenomenological Psychology 26 (2):35-57.
    This analysis focuses on a particular sedimented construction of the child found in child development theory. In traditional developmental theory the child is conceptualized as being qualitatively different from the adult; the child is conceived as "other" and as an incomplete version of the adult. The historical roots of this construction of meaning are explored through examination of two influential contributors in the child development field, G. S. Hall and Jean Piaget. The source of Hall's conception of the "child-as-primitive" in (...)
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  • An ecological approach to a theory of learning.Timothy D. Johnston - 1981 - Behavioral and Brain Sciences 4 (1):162-173.
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  • Problems with Piaget and pallia.Harry J. Jerison - 1982 - Behavioral and Brain Sciences 5 (2):284-287.
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  • On the development of sign systems in primates.V. V. Ivanov - 1979 - Behavioral and Brain Sciences 2 (3):388-389.
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  • Evolutionary hypotheses.Glynn L. Isaac - 1979 - Behavioral and Brain Sciences 2 (3):388-388.
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  • Conscious thought processes and creativity.Maria F. Ippolito - 1994 - Behavioral and Brain Sciences 17 (3):546-547.
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  • Regulatory Constructivism: On the Relation between Evolutionary Epistemology, Genetic Epistemology and Piaget's Genetic Epistemology.C. A. Hooker - 1994 - Biology and Philosophy 9 (2):197.
    It is argued that fundamental to Piaget's life works is a biologically based naturalism in which the living world is a nested complex of self-regulating, self-organising (constructing) adaptive systems. A structuralist-rationalist overlay on this core position is distinguished and it is shown how it may be excised without significant loss of content or insight. A new and richer conception of the nature of Piaget's genetic epistemology emerges, one which enjoys rich interrelationships with evolutionary epistemology. These are explored and it is (...)
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  • Brainerd on the cognitive structure and integration criteria.Frank H. Hooper - 1979 - Behavioral and Brain Sciences 2 (1):142-143.
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  • Biological approaches to the study of learning: Does Johnston provide a new alternative?Robert A. Hinde - 1981 - Behavioral and Brain Sciences 4 (1):146-147.
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  • Some complexities in the evolution of language.Gordon W. Hewes - 1979 - Behavioral and Brain Sciences 2 (3):387-388.
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  • Representational redescription, memory, and connectionism.P. J. Hampson - 1994 - Behavioral and Brain Sciences 17 (4):721-721.
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  • Discussing learning: The quandary of substance.Jack P. Hailman - 1981 - Behavioral and Brain Sciences 4 (1):146-146.
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  • Scaling, uniqueness, and integration.John W. Gyr - 1979 - Behavioral and Brain Sciences 2 (1):141-142.
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  • Protocultural factors in a constructionist approach to intellectual evolution.Howard E. Gruber - 1979 - Behavioral and Brain Sciences 2 (3):386-387.
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  • Beyond connectionist versus classical Al: A control theoretic perspective on development and cognitive science.Rick Grush - 1994 - Behavioral and Brain Sciences 17 (4):720-720.
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  • Cebus uses tools, but what about representation? Comparative evidence for generalized cognitive structures.Patricia M. Greenfield - 1989 - Behavioral and Brain Sciences 12 (3):599-600.
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  • The historical basis of scientific discovery.Gerd Grasshoff - 1994 - Behavioral and Brain Sciences 17 (3):545-546.
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  • Dissociation, self-attribution, and redescription.George Graham - 1994 - Behavioral and Brain Sciences 17 (4):719-719.
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  • Panselectionist pitfalls in Parker & Gibson's model for the evolution of intelligence.Stephen Jay Gould - 1979 - Behavioral and Brain Sciences 2 (3):385-386.
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  • Conceptions of development and the evolution of behavior.Gilbert Gottlieb, Timothy D. Johnston & Richard P. Scoville - 1982 - Behavioral and Brain Sciences 5 (2):284-284.
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