Behavioral and Brain Sciences

Authors' Response

Studying development in the 21st Century

Michael S. C. Thomasa1, Gert Westermanna1a2, Denis Mareschala1, Mark H. Johnsona1, Sylvain Siroisa3 and Michael Spratlinga1a4

a1 Centre for Brain and Cognitive Development, School of Psychology, Birkbeck, University of London, London WC1E 7HX, United Kingdom

a2 Department of Psychology, Oxford Brookes University, Oxford OX3 0BP, United Kingdom

a3 School of Psychological Sciences, University of Manchester, Manchester M13 9PL, United Kingdom

a4 Division of Engineering, King's College London, Strand, London WC2R 2LS, United Kingdom. m.thomas@bbk.ac.uk http://www.psyc.bbk.ac.uk/research/DNL/ gwestermann@brookes.ac.uk http://www.cbcd.bbk.ac.uk/people/scientificstaff/gert/ d.mareschal@bbk.ac.uk http://www.bbk.ac.uk/psyc/staff/academic/dmareschal mark.johnson@bbk.ac.uk http://www.bbk.ac.uk/psyc/staff/academic/mjohnson Sylvain.Sirois@manchester.ac.uk http://www.psych-sci.manchester.ac.uk/staff/SylvainSirois michael.spratling@kcl.ac.uk http://www.kcl.ac.uk/schools/pse/diveng/research/cmms/ms/

Abstract

In this response, we consider four main issues arising from the commentaries to the target article. These include further details of the theory of interactive specialization, the relationship between neuroconstructivism and selectionism, the implications of neuroconstructivism for the notion of representation, and the role of genetics in theories of development. We conclude by stressing the importance of multidisciplinary approaches in the future study of cognitive development and by identifying the directions in which neuroconstructivism can expand in the Twenty-first Century.

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