By Sue Taylor Parker, Jonas Langer, Constance Milbrath
In line with the once a year Symposium of the Jean Piaget Society, Biology and information Revisited makes a speciality of the vintage factor of the connection among nature and nurture in cognitive and linguistic improvement, and their neurological substrates. individuals hint the historical past of principles in regards to the courting among evolution and improvement, and convey robust new conceptual structures and examine facts to undergo on knowing the matter of experience-contingent mind improvement and evolution. They concentrate on methods of phenotype construction--which fills the distance among genes and behavior--and display that evolutionary mental versions of innate psychological modules are incompatible with what's identified approximately those techniques. This ebook offers fascinating new techniques to the advance and evolution of cognitive and linguistic talents. Returning to the extensive evolutionary topic of a prior assembly, the symposium fascinated with particularly constructivist appro! aches to neurogenesis and language acquisition, and their evolution. It was once equipped round principles concerning the courting among improvement and evolution raised in Piaget's books. taken care of within the chapters of this ebook, learn during this enviornment has yielded state of the art perception into behavioral affects on mind plasticity. of its subthemes run throughout--a critique of modularity versions renowned between evolutionary psychologies and the prescient but fallacious nature of Piaget's critique of the trendy synthesis of evolution. hence, Biology and data Revisited is meant for developmental psychologists, psycholinguists, organic anthropologists, evolutionary psychologists, and philosophers of technology.
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Additional info for Biology and Knowledge Revisited: From Neurogenesis to Psychogenesis
Cambridge, MA: Harvard University Press. , & McLennan, D. (1991). Phytogeny, ecology, and behavior. Chicago: University of Chicago Press. Bruner, J. (1983). Child's talk. New York: Norton. , & Barkow, J. (1992). Introduction: Evolutionary psy chology and conceptual integration. In J. Barkow, L. Cosmides, & J. ), The adapted mind (pp. 3-18). New York: Oxford University Press. Darwin, C. (1859). The origin of species. New York: The Modern Library, Ran dom House. Darwin, C. (1868). ). London: John Murray.
For at least 25 years, biologists and historians of biology have been criticizing the modern syn thesis (Mayr & Provine, 1998) for neglecting three major areas of con cern: development, behavior, and ecology. The next part of this chapter focuses on further critiques of the neglect of the role of behavior and ecol ogy in evolution. It is important to note that these accounts neglect to mention that ethologists studied the evolution of behavior before, during, and after the modern synthesis. 4 4 In part, the omission of ethology reflects the separate research programs: Ethology de veloped primarily in prewar Germany, whereas genetics, taxonomy, and paleontology de veloped primarily in the United States and England.
Plotkin, H. C. (1988b). Learning and evolution. In H. C. ), The role of behavior in evolution (pp. 133-164). Cambridge, MA: MIT Press. Raff, R. A. (1996). The shape of life. Chicago: University of Chicago Press. Richards, R. J. (1987). Darwin and the emergence of evolutionary theories of mind and behavior. Chicago: University of Chicago Press. , & Simpson, G. G. ). (1959). Behavior and evolution. New Haven: Yale University Press. Rogoff, B. (1993). Children's guided participation and participatory appropria tion in sociocultural activity.