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  1. Richard P. Cooper, Nicolas Ruh & Denis Mareschal (2014). The Goal Circuit Model: A Hierarchical Multi‐Route Model of the Acquisition and Control of Routine Sequential Action in Humans. Cognitive Science 38 (2):244-274.
    Human control of action in routine situations involves a flexible interplay between (a) task-dependent serial ordering constraints; (b) top-down, or intentional, control processes; and (c) bottom-up, or environmentally triggered, affordances. In addition, the interaction between these influences is modulated by learning mechanisms that, over time, appear to reduce the need for top-down control processes while still allowing those processes to intervene at any point if necessary or if desired. We present a model of the acquisition and control of goal-directed action (...)
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  2. Michael S. C. Thomas, Harry R. M. Purser & Denis Mareschal (2012). Is the Mystery of Thought Demystified by Context-Dependent Categorisation? Towards a New Relation Between Language and Thought. Mind and Language 27 (5):595-618.
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  3. Denis Mareschal, P. Quinn & Stephen Eg Lea (2010). Where Do Concepts Come From? In Denis Mareschal, Paul Quinn & Stephen E. G. Lea (eds.), The Making of Human Concepts. Oup Oxford.
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  4. Denis Mareschal, Paul Quinn & Stephen E. G. Lea (eds.) (2010). The Making of Human Concepts. OUP Oxford.
    Human adults appear different from other animals in their ability to form abstract mental representations that go beyond perceptual similarity. In short, they can conceptualize the world. This apparent uniqueness leads to an immediate puzzle: WHEN and HOW does this abstract system come into being? To answer this question we need to explore the origins of adult concepts, both developmentally and phylogenetically; When does the developing child acquire the ability to use abstract concepts? Does the transition occur around 2 years, (...)
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  5. Robert Leech, Denis Mareschal & Richard P. Cooper (2008). Analogy as Relational Priming: A Developmental and Computational Perspective on the Origins of a Complex Cognitive Skill. Behavioral and Brain Sciences 31 (4):357-378.
    The development of analogical reasoning has traditionally been understood in terms of theories of adult competence. This approach emphasizes structured representations and structure mapping. In contrast, we argue that by taking a developmental perspective, analogical reasoning can be viewed as the product of a substantially different cognitive ability – relational priming. To illustrate this, we present a computational (here connectionist) account where analogy arises gradually as a by-product of pattern completion in a recurrent network. Initial exposure to a situation primes (...)
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  6. Robert Leech, Denis Mareschal & Richard P. Cooper (2008). Growing Cognition From Recycled Parts. Behavioral and Brain Sciences 31 (4):401-414.
    In this response, we reiterate the importance of development (both ontogenetic and phylogenetic) in the understanding of a complex cognitive skill – analogical reasoning. Four key questions structure the response: Does relational priming exist, and is it sufficient for analogy? What do we mean by relations as transformations? Could all or any relations be represented as transformations? And what about the challenge of more complex analogies? In addressing these questions we bring together a number of supportive commentaries, strengthening our emergentist (...)
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  7. Sylvain Sirois, Michael Spratling, Michael S. C. Thomas, Gert Westermann, Denis Mareschal & Mark H. Johnson (2008). Précis of Neuroconstructivism: How the Brain Constructs Cognition. Behavioral and Brain Sciences 31 (3):321-331.
    Neuroconstructivism: How the Brain Constructs Cognition proposes a unifying framework for the study of cognitive development that brings together (1) constructivism (which views development as the progressive elaboration of increasingly complex structures), (2) cognitive neuroscience (which aims to understand the neural mechanisms underlying behavior), and (3) computational modeling (which proposes formal and explicit specifications of information processing). The guiding principle of our approach is context dependence, within and (in contrast to Marr [1982]) between levels of organization. We propose that three (...)
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  8. Michael S. C. Thomas, Gert Westermann, Denis Mareschal, Mark H. Johnson, Sylvain Sirois & Michael Spratling (2008). Studying Development in the 21st Century. Behavioral and Brain Sciences 31 (3):345-356.
    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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  9. Denis Mareschal, Mark H. Johnson, Sylvain Sirois, Michael Spratling, Michael S. C. Thomas & Gert Westermann (2007). Neuroconstructivism - I: How the Brain Constructs Cognition. OUP Oxford.
    What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development. -/- Neuroconstructivism is a major new 2 volume publication that seeks to redress this balance, presenting an integrative new framework (...)
     
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  10. Denis Mareschal, Sylvain Sirois, Gert Westermann & Mark H. Johnson (2007). Neuroconstructivism - II: Perspectives and Prospects. OUP Oxford.
    What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development. -/- Neuroconstructivism is a major new 2 volume publication that seeks to redress this balance, presenting an integrative new framework (...)
     
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  11. Gert Westermann, Sylvain Sirois, Thomas R. Shultz & Denis Mareschal (2006). Brain and Cognitive Development. Trends in Cognitive Sciences 10 (5):227-232.
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  12. Gert Westermann, Sylvain Sirois, Thomas R. Shultz & Denis Mareschal (2006). Modeling Developmental Cognitive Neuroscience. Trends in Cognitive Sciences 10 (5):227-232.
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  13. Denis Mareschal & Mark H. Johnson (2003). The “What” and “Where” of Object Representations in Infancy. Cognition 88 (3):259-276.
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  14. Denis Mareschal, Paul C. Quinn & Robert M. French (2002). Asymmetric Interference in 3‐ to 4‐Month‐Olds' Sequential Category Learning. Cognitive Science 26 (3):377-389.
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  15. Gert Westermann & Denis Mareschal (2002). Models of Atypical Development Must Also Be Models of Normal Development. Behavioral and Brain Sciences 25 (6):771-772.
    Connectionist models aiming to reveal the mechanisms of atypical development must in their undamaged form constitute plausible models of normal development and follow a developmental trajectory that matches empirical data. Constructivist models that adapt their structure to the learning task satisfy this demand. They are therefore more informative in the study of atypical development than the static models employed by Thomas & Karmiloff-Smith (T&K-S).
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  16. Denis Mareschal (2001). Can There Be Embodiment Without a Body/Brain? Behavioral and Brain Sciences 24 (1):49-50.
    A mature science strives to provide causal explanations of observed phenomena rather than focusing on taxonomic descriptions of data. A field theory model is a step towards providing a truly scientific account of development. However, the model is under-constrained in that it ignores the boundary conditions defined by the physical constraints imposed by the infant's developing brain and body.
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  17. Denis Mareschal & Jordy Kaufman (2001). The Dual Route Hypothesis in Visual Cognition: Why a Developmental Approach is Necessary. Behavioral and Brain Sciences 25 (1):111-112.
    Norman presents intriguing arguments in support of a mapping between ecological and constructivist visual cognition, on the one hand, onto the dorsal ventral dual route processing hypothesis, on the other hand. Unfortunately, his account is incompatible with developmental data on the functional emergence of the dorsal and ventral routes. We argue that it is essential for theories of adult visual cognition to take constraints from development seriously.
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  18. Denis Mareschal & Paul C. Quinn (2001). Categorization in Infancy. Trends in Cognitive Sciences 5 (10):443-450.
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  19. Denis Mareschal (2000). Object Knowledge in Infancy: Current Controversies and Approaches. Trends in Cognitive Sciences 4 (11):408-416.
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  20. Denis Mareschal & Thomas R. Shultz (1997). From Neural Constructivism to Children's Cognitive Development: Bridging the Gap. Behavioral and Brain Sciences 20 (4):571-572.
    Missing from Quartz & Sejnowski's (Q&S's) unique and valuable effort to relate cognitive development to neural constructivism is an examination of the global emergent properties of adding new neural circuits. Such emergent properties can be studied with computational models. Modeling with generative connectionist networks shows that synaptogenic mechanisms can account for progressive increases in children's representational power.
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