David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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In Jayashree Ramadas & Sugra Chunawala (eds.), Research Trends in Science, Technology and Mathematics Education. Homi Bhabha Centre for Science Education, TIFR (2006)
The essay is critically examines the conceptual problems with the influential modularity model of mind. We shall see that one of the essential characters of modules, namely informational encapsulation, is not only inessential, it ties a knot at a crucial place blocking the solution to the problem of understanding the formation of concepts from percepts (nodes of procedural knowledge). Subsequently I propose that concept formation takes place by modulation of modules leading to cross-representations, which were otherwise prevented by encapsulation. It must be noted that the argument is not against modular architecture, but a variety of an architecture that prevents interaction among modules. This is followed by a brief argument demonstrating that module without modularization, i.e. without developmental history, is impossible. Finally the emerging picture of cognitive development is drawn in the form of the layers in the fabric of mind, with a brief statement of the possible implications.
|Keywords||modularity of mind cognitive development concept formation modulation of modules Piaget Karmiloff-Smith Ontogeny implicit and explicit knowledge|
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