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Toward a Unified Theory of Development
Connectionism and Dynamic System Theory Re-Considered
John Spencer
410 pages
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50 halftones, 20 color & 100 line illus.
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235x156mm
978-0-19-530059-8
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Hardback
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11 June 2009
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This item will be ordered from OUP USA. Items ordered from OUP USA are despatched and charged as soon as we receive them, which is normally within 2 weeks
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- Selling point: The book combines introductory chapters, detailed case studies, and commentaries from leading scholars in the field.
- Selling point: There is a strong focus on the processes and mechanisms underlying developmental change. Thus, the book should be relevant to a broad readership in developmental science.
- Selling point: Commentaries are included from researchers within this domain of expertise as well as from outside this are. This includes non-modelers as well as researchers from other theoretical traditions (e.g., developmental systems theory/developmental psychobiology).
- Selling point: Has a strong interdisciplinary component with ties to computer science, neuroscience, education, and cognitive science.
From William James to Sigmund Freud to Jean Piaget to B.F. Skinner, scholars (and parents!) have wondered how children move from the blooming, buzzing confusion of infancy, through the tumult of childhood and adolescence, into adulthood. Does development occur continuously over time or in a series of dramatic stages? Is development driven by learning or by biological maturational processes? What is the nature of experience, and how does it generate change? The study of development has always been organized around these big questions. And answers to these questions have a profound
influence on daily life, forming a framework for how parents think about their own children, and influencing both national policy and educational curricula.
This book defines and refines two major theoretical approaches within developmental science that address the central issues of development-connectionism and dynamical systems theory. Spencer, Thomas, and McClelland have brought together chapters that provide an introduction, overview, and critical evaluation of each approach, including three sets of case studies that illustrate how both approaches have been used to study topics ranging from early motor development to the acquisition of grammar. They also present a collection of commentaries by leading scholars, which offer a critical view from both an
"outsiders" and an "insiders" perspective. The book is unique in the range of its treatment-it begins to delineate how developmental science can incorporate advances within neuroscience and computational modeling, and brings the new ideas of connectionism and dynamic systems theory into sharper focus, clarifying their usefulness and explanatory power.
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John Spencer, Assistant Professor of Psychology, University of Iowa
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Introduction
John P. Spencer, Michael S.C. Thomas, and James L. McClelland
I. Introduction to the Approaches
1: Connectionist Models of Development: Mechanistic Dynamical Models with Emergent Dynamical Properties
James L. McClelland and Gautam Vallabha
2: Development as Change of System Dynamics: Stability, Instability, and Emergence
Gregor Schoner
II. Dynamical Systems Theory: Case Studies
3: Brain, Body, and Mind: Lessons from Infant Motor Development
Daniela Corbetta
4: Dynamic Systems, Sensory-motor Processes, and the Origins of Stability and Flexibility
Linda B. Smith
5: Dynamic Field Theory and Embodied Cognitive Dynamics
John P. Spencer, Sammy Perone, and Jeff Johnson
6: Time Scales in Connectionist and Dynamical Systems Approaches to Learning and Development
Karl M. Newell, Yeou-Teh Liu, and Gottfried Mayer-Kress
III. Connectionism: Case Studies
7: Connectionist Approaches to Perservation: Understanding Universal and Task-Specific Aspects of Children's Behavior
J. Bruce Morton and Yuko Munakata
8: Dynamical Insight into Structure in Connectionist Models
Whitney Tabor
9: The Robot as a New Frontier for Connectionism and Dynamic Systems Theory
Matthew Schlesinger
IV. Hybrid Models: Case Studies
10: Combining Connectionist and Dynamic Systems Principles in Models of Development: The Case of Analogical Completion
Denis Mareschal, Robert Leech, and Richard P. Cooper
11: Integrating Connectionist Learning and Dynamical Systems Processing: Case Studies in Speech and Lexical Development
Bob McMurray, Jessica S. Horst, Joseph C. Toscano, and Larissa K. Samuelson
V. Reactions from the "Outside"
12: Soft-Assembled Mechanisms for the Grand Theory
Heidi Kloos and Guy C. Van Orden
13: Are Dynamic Systems and Connectionist Approaches an Alternative to "Good Old Fashioned Cognitive Development"?
Lisa M. Oakes, Nora S. Newcombe, and Jodie M. Plumert
14: A Developmental Systems Theory Perspective on Psychological Change
Timothy D. Johnston and Robert Lickliter
VI. Reactions from the "Inside"
15: Transitions in Cognitive Development: Prospects and Limitations of a Neural Dynamic Approach
Han L. J. van der Maas and Maartje E. J. Raijmakers
16: Dynamic Systems and the Quest for Individual-Based Models of Change and Development
Paul van Geert and Kurt Fischer
17: Dynamic and Connectionist Approaches to Development: Toward a Future of Mutually Beneficial Co-evolution
Michael S. C. Thomas, James L. McClelland, Fiona M. Richardson, Anna C. Shapiro, and Frank Baughman
18: Moving Toward a New Grand Theory While Valuing the Importance of the Initial Conditions
John P. Spencer, Evelina Dineva, and Gregor Schoner
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