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  1. (1 other version)Dorsal and ventral streams: a framework for understanding aspects of the functional anatomy of language.David Poeppel, Gregory Hickok, Dana Boatman, P. Indefrey, Wjm Levelt & Jeri J. Jaeger - 2004 - Cognition 92 (1-2):67-99.
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  • Categorical perception of speech sounds in illiterate adults.Willy Serniclaes, Paulo Ventura, José Morais & Régine Kolinsky - 2005 - Cognition 98 (2):B35-B44.
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  • Interpreting data from illiterates: Reply to Koopmans.Paul Bertelson, José Morais, Luz Cary & Jesus Alegria - 1987 - Cognition 27 (1):113-115.
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  • Towards a psychology of literacy: on the relations between speech and writing.D. R. Olson - 1996 - Cognition 60 (1):83-104.
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  • Phonological recoding and self-teaching: sine qua non of reading acquisition.David L. Share - 1995 - Cognition 55 (2):151-218.
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  • Improving phonological awareness and word reading in a later learned alphabetic script.Him Cheung - 1999 - Cognition 70 (1):1-26.
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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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  • Modal knowledge and transmodularity.Leslie Smith - 1994 - Behavioral and Brain Sciences 17 (4):729-730.
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  • (1 other version)Representational redescription and cognitive architectures.Antonella Carassa & Maurizio Tirassa - 1994 - Carassa, Antonella and Tirassa, Maurizio (1994) Representational Redescription and Cognitive Architectures. [Journal (Paginated)] 17 (4):711-712.
    We focus on Karmiloff-Smith's Representational redescription model, arguing that it poses some problems concerning the architecture of a redescribing system. To discuss the topic, we consider the implicit/explicit dichotomy and the relations between natur al language and the language of thought. We argue that the model regards how knowledge is employed rather than how it is represented in the system.
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  • Pāṇini's Grammar and Modern Computation.John Kadvany - 2016 - History and Philosophy of Logic 37 (4):325-346.
    Pāṇini's fourth century BC Sanskrit grammar uses rewrite rules utilizing an explicit formal language defined through a semi-formal metalanguage. The grammar is generative, meaning that it is capable of expressing a potential infinity of well-formed Sanskrit sentences starting from a finite symbolic inventory. The grammar's operational rules involve extensive use of auxiliary markers, in the form of Sanskrit phonemes, to control grammatical derivations. Pāṇini's rules often utilize a generic context-sensitive format to identify terms used in replacement, modification or deletion operations. (...)
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  • Literacy training and speech segmentation.José Morais, Paul Bertelson, Luz Cary & Jesus Alegria - 1986 - Cognition 24 (1-2):45-64.
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  • Using children's humor to clarify the relationship between linguistic awareness and early reading ability.Diana L. Mahony & Virginia A. Mann - 1992 - Cognition 45 (2):163-186.
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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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  • 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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  • 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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  • Redescribing development.Ellin Kofsky Scholnick - 1994 - Behavioral and Brain Sciences 17 (4):727-728.
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  • From the decline of development to the ascent of consciousness.Philip David Zelazo - 1994 - Behavioral and Brain Sciences 17 (4):731-732.
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  • (1 other version)Dorsal and ventral streams: a framework for understanding aspects of the functional anatomy of language.Gregory Hickok & David Poeppel - 2003 - Cognition 92 (1-2):67-99.
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  • Phonological Deficits: A Source of Asymmetries Between Developmental and Acquired Dyslexia.Beatrice Gelder & Jean Vroomen - 1991 - Mind and Language 6 (2):123-129.
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  • An ecological approach to cognitive (im)penetrability.Rob Withagen & Claire F. Michaels - 1999 - Behavioral and Brain Sciences 22 (3):399-400.
    We offer an ecological (Gibsonian) alternative to cognitive (im)penetrability. Whereas Pylyshyn explains cognitive (im)penetrability by focusing solely on computations carried out by the nervous system, according to the ecological approach the perceiver as a knowing agent influences the entire animal-environmental system: in the determination of what constitutes the environment (affordances), what constitutes information, what information is detected and, thus, what is perceived.
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  • Why not model spoken word recognition instead of phoneme monitoring?Jean Vroomen & Beatrice de Gelder - 2000 - Behavioral and Brain Sciences 23 (3):349-350.
    Norris, McQueen & Cutler present a detailed account of the decision stage of the phoneme monitoring task. However, we question whether this contributes to our understanding of the speech recognition process itself, and we fail to see why phonotactic knowledge is playing a role in phoneme recognition.
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  • (1 other version)Representational redescription and cognitive architectures.Antonella Carassa & Maurizio Tirassa - 1994 - Behavioral and Brain Sciences 17 (4):711-712.
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  • Lexical restructuring in the absence of literacy.Paulo Ventura, Régine Kolinsky, Sandra Fernandes, Luís Querido & José Morais - 2007 - Cognition 105 (2):334-361.
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  • Beyond modularity: Neural evidence for constructivist principles in development.Steven R. Quartz & Terrence J. Sejnowski - 1994 - Behavioral and Brain Sciences 17 (4):725-726.
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  • Where redescriptions come from.David R. Olson - 1994 - Behavioral and Brain Sciences 17 (4):725-725.
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  • Beyond methodological solipsism?Michael Losonsky - 1994 - Behavioral and Brain Sciences 17 (4):723-724.
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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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  • The power of explicit knowing.Deanna Kuhn - 1994 - Behavioral and Brain Sciences 17 (4):722-723.
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  • Dissociation, self-attribution, and redescription.George Graham - 1994 - Behavioral and Brain Sciences 17 (4):719-719.
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  • Do you have to be right to redescribe?Susan Goldin-Meadow & Martha Wagner Alibali - 1994 - Behavioral and Brain Sciences 17 (4):718-719.
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  • Arguments against linguistic “modularization”.Susan H. Foster-Cohen - 1994 - Behavioral and Brain Sciences 17 (4):716-717.
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  • Redescription of intentionality.Norman H. Freeman - 1994 - Behavioral and Brain Sciences 17 (4):717-718.
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  • Developmental psychology for the twenty-first century.David Estes - 1994 - Behavioral and Brain Sciences 17 (4):715-716.
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  • Representation: Ontogenesis and phylogenesis.Merlin Donald - 1994 - Behavioral and Brain Sciences 17 (4):714-715.
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  • Redescribing redescription.Terry Dartnall - 1994 - Behavioral and Brain Sciences 17 (4):712-713.
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  • The risks of rationalising cognitive development.Beatrice de Gelder - 1994 - Behavioral and Brain Sciences 17 (4):713-714.
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  • What's getting redescribed?Robert L. Campbell - 1994 - Behavioral and Brain Sciences 17 (4):710-711.
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  • A Fodorian guide to Switzerland: Jung and Piaget combined?Péter Bodor & Csaba Pléh - 1994 - Behavioral and Brain Sciences 17 (4):709-710.
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  • Representational redescription: A question of sequence.Margaret A. Boden - 1994 - Behavioral and Brain Sciences 17 (4):708-708.
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  • The real problem with constructivism.Paul Bloom & Karen Wynn - 1994 - Behavioral and Brain Sciences 17 (4):707-708.
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  • Is there an implicit level of representation?Annie Vinter & Pierre Perruchet - 1994 - Behavioral and Brain Sciences 17 (4):730-731.
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  • Situating representational redescriptionin infants' pragmatic knowledge.Julie C. Rutkowska - 1994 - Behavioral and Brain Sciences 17 (4):726-727.
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  • The challenge of representational redescription.Thomas R. Shultz - 1994 - Behavioral and Brain Sciences 17 (4):728-729.
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  • Representational change, generality versus specificity, and nature versus nurture: Perennial issues in cognitive research.Stellan Ohlsson - 1994 - Behavioral and Brain Sciences 17 (4):724-725.
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  • The impact of alphabetic literacy on the perception of speech sounds.Régine Kolinsky, Ana Luiza Navas, Fraulein Vidigal de Paula, Nathalia Ribeiro de Brito, Larissa de Medeiros Botecchia, Sophie Bouton & Willy Serniclaes - 2021 - Cognition 213 (C):104687.
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  • Pre-linguistic segmentation of speech into syllable-like units.Okko Räsänen, Gabriel Doyle & Michael C. Frank - 2018 - Cognition 171 (C):130-150.
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  • The onset of literacy: Liminal remarks.Paul Bertelson - 1986 - Cognition 24 (1-2):1-30.
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  • The development of phonological awareness: effects of spoken language experience and orthography.Him Cheung, Hsuan-Chih Chen, Chun Yip Lai, On Chi Wong & Melanie Hills - 2001 - Cognition 81 (3):227-241.
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  • The Whorfian hypothesis and numerical cognition: is `twenty-four' processed in the same way as `four-and-twenty'?Marc Brysbaert, Wim Fias & Marie-Pascale Noël - 1998 - Cognition 66 (1):51-77.
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  • The effect of first written language on the acquisition of English literacy.Alison Holm & Barbara Dodd - 1996 - Cognition 59 (2):119-147.
    The relationship between first and second language literacy was examined by identifying the skills and processes developed in the first language that were transferred to the second language. The performance of 40 university students from The People's Republic of China, Hong Kong, Vietnam and Australia were compared on a series of tasks that assessed phonological awareness and reading and spelling skills in English. The results indicated that the Hong Kong students (with non-alphabetic first language literacy) had limited phonological awareness compared (...)
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