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  1. Kim Cornish, Ann Steele, Camila Rondinelli Cobra Monteiro, Annette Dionne Karmiloff-Smith & Gaia Scerif (2012). Attention Deficits Predict Phenotypic Outcomes in Syndrome-Specific and Domain-Specific Ways. Frontiers in Psychology 3.
    Attentional difficulties, both at home and in the classroom, are reported across a number of neurodevelopmental disorders. However, exactly how attention influences early socio-cognitive learning remains unclear. We addressed this question both concurrently and longitudinally in a cross-syndrome design, with respect to the communicative domain of vocabulary and to the cognitive domain of early literacy, and then extended the analysis to social behavior. Participants were young children (aged 4 to 9 years at Time 1) with either Williams syndrome (WS, N=26) (...)
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  2. Emily K. Farran & Annette Karmiloff-Smith (eds.) (2011). Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach. OUP Oxford.
    Nowadays, it is widely accepted that there is no single influence (be it nature or nurture) on cognitive development. Cognitive abilities emerge as a result of interactions between gene expression, cortical and subcortical brain networks, and environmental influences. In recent years, our study of neurodevelopmental disorders has provided much valuable information on how genes, brain development, behaviour, and environment interact to influence development from infancy to adulthood. This is the first book to present evidence on development across the lifespan across (...)
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  3. Tessa M. Dekker & Annette Karmiloff-Smith (2010). The Importance of Ontogenetic Change in Typical and Atypical Development. Behavioral and Brain Sciences 33 (4):271-272.
    The compelling case that Anderson makes for neural reuse and against modularity as organizing principle of the brain is further supported by evidence from developmental disorders. However, to provide a full evolutionary-developmental theory of neural reuse that encompasses both typical and atypical development, Anderson's (MRH) could be further constrained by considering brain development across ontogeny.
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  4. Sam Wass & Annette Karmiloff-Smith (2010). The Missing Developmental Dimension in the Network Perspective. Behavioral and Brain Sciences 33 (2-3):175-176.
    We welcome network theory as a tool for modelling the multi-directional interactions that characterise disease. However, we feel that Cramer et al. have neglected one important aspect: how diseases change over developmental time. We discuss principles such as fan in, fan out, bottlenecks, and common pathways, and argue that modelling these developmental aspects can be vital, particularly in deriving properly targeted treatments.
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  5. Antonio Martins-Mourao & Annette Karmiloff-Smith (2008). Specific and General Underpinnings to Number; Parallel Development. Behavioral and Brain Sciences 31 (6):661-661.
    In this commentary, we outline an epistemological continuum between earlier and later number concepts, showing how empirical findings support the view that specific and general underpinnings to number develop in parallel in children; and we raise the question, based on cross-syndrome comparisons in infancy, as to whether exact or approximate number abilities underlie these later skills.
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  6. Andy Clark & Annette Karmiloff-Smith, The Cognizer's Innards: A Philosophical and Psychological Perspective on the Development of Thought.
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  7. Jo Van Herwegen & Annette Karmiloff-Smith (2006). Is It Language That Makes Humans Intelligent? Behavioral and Brain Sciences 29 (3).
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  8. Annette Karmiloff-Smith (2006). Ontogeny, Genetics, and Evolution: A Perspective From Developmental Cognitive Neuroscience. Biological Theory 1 (1):44-51.
  9. Jo Van Herwegen & Annette Karmiloff-Smith (2006). Is It Language That Makes Humans Intelligent? Behavioral and Brain Sciences 29 (3):298-298.
    The target article by Locke & Bogin (L&B) focuses on the evolution of language as a communicative tool. They neglect, however, that from infancy onwards humans have the ability to go beyond successful behaviour and to reflect upon language (and other domains of knowledge) as a problem space in its own right. This ability is not found in other species and may well be what makes humans unique.
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  10. Gaia Scerif & Annette Karmiloff-Smith (2005). Genetic Disorders and Developmental Interactions Across Cognitive Domains. Trends in Cognitive Sciences 9 (3):126-135.
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  11. Elena Longhi & Annette Karmiloff-Smith (2004). In the Beginning Was the Song: The Complex Multimodal Timing of Mother-Infant Musical Interaction. Behavioral and Brain Sciences 27 (4):516-517.
    In this commentary we raise three issues: (1) Is it motherese or song that sets the stage for very early mother-infant interaction? (2) Does the infant play a pivotal role in the complex temporal structure of social interaction? (3) Is the vocal channel primordial or do other modalities play an equally important role in social interaction?
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  12. Ruth Campos & Annette Karmiloff-Smith (2003). If Metacognition Exists in Other Species, How Does It Develop? Behavioral and Brain Sciences 26 (3):342-342.
    In this commentary, we raise two issues. First, we argue that in any species, the comparative study of metacognitive abilities must be approached from a developmental perspective and not solely from the adult end state. This makes it possible to explore the trajectories by which different species reach their phenotypic outcome and whether different cognitive systems interact over developmental time. Second, using our research comparing different genetic disorders in humans, we challenge the authors' claim that it is unparsimonious to interpret (...)
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  13. Claire F. O'Loughlin & Annette Karmiloff-Smith (2003). Evaluating Connectionism: A Developmental Perspective. Behavioral and Brain Sciences 26 (5):614-615.
    This commentary questions the applicability of the Newell Test for evaluating the utility of connectionism. Rather than being a specific theory of cognition (because connectionism can be used to model nativist, behaviorist, or constructivist theories), connectionism, we argue, offers researchers a collection of computational and conceptual tools that are particularly useful for investigating and rendering specific fundamental issues of human development. These benefits of connectionism are not well captured by evaluating it against Newell's criteria for a unified theory of cognition.
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  14. Daniel Ansari & Annette Karmiloff-Smith (2002). Atypical Trajectories of Number Development: A Neuroconstructivist Perspective. Trends in Cognitive Sciences 6 (12):511-516.
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  15. Michael Thomas & Annette Karmiloff-Smith (2002). Are Developmental Disorders Like Cases of Adult Brain Damage? Implications From Connectionist Modelling. Behavioral and Brain Sciences 25 (6):727-750.
    It is often assumed that similar domain-specific behavioural impairments found in cases of adult brain damage and developmental disorders correspond to similar underlying causes, and can serve as convergent evidence for the modular structure of the normal adult cognitive system. We argue that this correspondence is contingent on an unsupported assumption that atypical development can produce selective deficits while the rest of the system develops normally (Residual Normality), and that this assumption tends to bias data collection in the field. Based (...)
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  16. Michael Thomas & Annette Karmiloff-Smith (2002). Residual Normality: Friend or Foe? Behavioral and Brain Sciences 25 (6):772-780.
    In response to our target article, many of the commentators concentrated on our notion of Residual Normality. In our response, we focus on the questions raised by this idea. However, we also examine broader issues concerning the importance of incorporating a realistic theory of the process of development into explanations of developmental deficits.
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  17. Annette Karmiloff-Smith (1998). Development Itself is the Key to Understanding Developmental Disorders. Trends in Cognitive Sciences 2 (10):389-398.
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  18. Annette Karmiloff-Smith, Kim Plunkett & Mark H. Johnson (1998). What Does It Mean to Claim That Something Is 'Innate'? Response to Clark, Harris, Lightfoot and Samuels. Mind and Language 13 (4):588-597.
  19. Mark H. Johnson, Liz Bates, Jeff Elman, Annette Karmiloff-Smith & Kim Plunkett (1997). Constraints on the Construction of Cognition. Behavioral and Brain Sciences 20 (4):569-570.
    We add to the constructivist approach of Quartz & Sejnowski (Q&S) by outlining a specific classification of sources of constraint on the emergence of representations from Elman et al. (1996). We suggest that it is important to consider behavioral constructivism in addition to neural constructivism.
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  20. Annette Karmiloff-Smith (1997). Promissory Notes, Genetic Clocks, and Epigenetic Outcomes. Behavioral and Brain Sciences 20 (2):355-359.
    I respond to three continuing commentaries on Beyondmodularity, two concerning the representational redescription (RR) framework and its attempts to account for the growing flexibility of human intelligence, and one relating to the putative mysteries of developmental timing. I discuss misunderstandings about the RR framework as well as some of its shortcomings. I strongly reject the notion of a genetic clock and go on to argue for epigenetic outcomes in which genes and environment interact during the protracted period of postnatal brain (...)
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  21. Annette Karmiloff-Smith, Julia Grant, Kerry Sims, Marie-Claude Jones & Pat Cuckle (1996). Rethinking Metalinguistic Awareness: Representing and Accessing Knowledge About What Counts as a Word. Cognition 58 (2):197-219.
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  22. Maritza Rivera-Gaxiola & Annette Karmiloff-Smith (1996). It's a Far Cry From Speech to Language. Behavioral and Brain Sciences 19 (4):645.
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  23. Andy Clark & Annette Karmiloff-Smith (1994). The Cognizer's Innards: A Psychological and Philosophical Perspective on the Development of Thought. Mind and Language 8 (4):487-519.
  24. Annette Karmiloff-Smith (1994). Précis of Beyond Modularity: A Developmental Perspective on Cognitive Science. Behavioral and Brain Sciences 17 (4):693.
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  25. Annette Karmiloff-Smith (1994). Transforming a Partially Structured Brain Into a Creative Mind. Behavioral and Brain Sciences 17 (4):732.
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  26. Annette Karmiloff-Smith & Andy Clark (1993). What's Special About the Development of the Human Mind/Brain? Mind and Language 8 (4):569-581.
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  27. David C. Plaut & Annette Karmiloff-Smith (1993). Representational Development and Theory-of-Mind Computations. Behavioral and Brain Sciences 16 (1):70.
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  28. Julia Grant & Annette Karmiloff-Smith (1991). Diagnostics for Domain-Specific Constraints. Behavioral and Brain Sciences 14 (4):621-622.
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  29. Annette Karmiloff-Smith (1991). What Every Cognitive Psychologist Should Know About the Mind of the Child. In William Kessen, Andrew Ortony & Fergus I. M. Craik (eds.), Memories, Thoughts, and Emotions: Essays in Honor of George Mandler. Lawrence Erlbaum.
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  30. Annette Karmiloff-Smith & Mark H. Johnson (1991). Constructivism Without Tears. Behavioral and Brain Sciences 14 (4):566.
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  31. Sylvia Joseph Galambos, C. R. Gallistel, Rachel Gelman, Susan Goldin-Meadow, Trevor A. Harley, Annette Karmiloff-Smith, Jonathan D. Kaye, Stephen M. Kosslyn, Robert J. Melara & Elizabeth F. Shipley (1990). Fly~, Rex A., 203. Cognition 34 (303):303.
     
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  32. Annette Karmiloff-Smith (1990). Constraints on Representational Change: Evidence From Children's Drawing. Cognition 34 (1):57-83.
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  33. Mark Johnson & Annette Karmiloff-Smith (1989). The Right Tools for the Job? Behavioral and Brain Sciences 12 (3):600.
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  34. Annette Karmiloff-Smith (1988). The Child is a Theoretician, Not an Inductivist. Mind and Language 3 (3):183-196.
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  35. Annette Karmiloff-Smith (1988). Human Versus Nonhuman Abilities: Is There a Difference Which Really Counts? Behavioral and Brain Sciences 11 (4):589.
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  36. Annette Karmiloff-Smith (1986). From Meta-Processes to Conscious Access: Evidence From Children's Metalinguistic and Repair Data. Cognition 23 (2):95-147.
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  37. Annette Karmiloff-Smith (1981). Getting Developmental Differences or Studying Child Development? Cognition 10 (1-3):151-158.
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  38. Annette Karmiloff-Smith (1978). On Stage: The Importance of Being a Nonconserver. Behavioral and Brain Sciences 1 (2):188.
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  39. Annette Karmiloff-Smith & Bärbel Inhelder (1974). If You Want to Get Ahead, Get a Theory. Cognition 3 (3):195-212.
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