Constructivism and Neuroconstructivism

Resources

Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of learning group publication, 5(3), 438.

Bennett, T. A., Szatmari, P., Bryson, S., Duku, E., Vaccarella, L., & Tuff, L. (2013). Theory of mind, language and adaptive functioning in ASD: A neuroconstructivist perspective. Journal of the Canadian Academy of Child & Adolescent Psychiatry, 22(1).

Berninger, V., & Abbott, R. (1992). The unit of analysis and constructive processes of the learner: Key concepts for educational neuropsychology. Educational Psychologist, 27, 223-242.

Botkin, J. W., Elmandjra, M., & Malitza, M. (2014). No limits to learning: Bridging the human gap: The Report to the Club of Rome. Amsterdam, The Netherlands: Elsevier.

Edgin, J. O., Clark, C. A., Massand, E., & Karmiloff-Smith, A. (2015). Building an adaptive brain across development: targets for neurorehabilitation must begin in infancy. Frontiers in Behavioral Neuroscience, 9.

Farran, E. K., & Scerif, G. (2022). Genetic syndromes, neuroconstuctivism and replicable research; challenges and future directions. Infant and child development, 31(1), e2307. https://doi.org/10.1002/icd.2307

Farina, M. (2014). Three approaches to human cognitive development: Neo-nativism, neuroconstructivism, and dynamic enskillment. The British Journal for the Philosophy of Science, 67(2), 617-641.

Farina, M. (2015). Plasticity, learning and cognition. Doctoral dissertation, Macquarie University Sydney.

Fischer, K. W. (2008). Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education. The educated brain: Essays in neuroeducation, 127-150.

Fischer, K. W., & Yan, Z. (2002). Darwin’s construction of the theory of evolution: Microdevelopment of explanations of variation and change in species. Microdevelopment: Transition processes in development and learning, 294-318.

Fischer, K. W., Yan, Z., & Stewart, J. (2003). Adult cognitive development: Dynamics in the developmental web. Handbook of developmental psychology, 491-516.

Gallagher, S. (2000). Philosophical conceptions of the self: implications for cognitive science. Trends in Cognitive Sciences, 4(1), 14-21.

Gruber, H. E., & Vonèche, J. J. (Eds.). (1977). The essential Piaget (pp. 435-436). London: Routledge & Kegan Paul.

Hernandez, A. E., Claussenius-Kalman, H. L., Ronderos, J., Castilla-Earls, A. P., Sun, L., Weiss, S. D., & Young, D. R. (2019). Neuroemergentism: A framework for studying cognition and the brain. Journal of Neurolinguistics, 49, 214-223.

Hilbert, M. (2017). The more you know, the more you can grow: An information theoretic approach to growth in the information age. Entropy, 19(2), 82.

Jerison, H. (2012). Evolution of the brain and intelligence. Amsterdam, Netherlands: Elsevier.

Karmiloff-Smith, A. (2006). The tortuous route from genes to behavior: a neuroconstructivist approach. Cognitive, Affective, & Behavioral Neuroscience, 6(1), 9-17.

Karmiloff-Smith, A. (2009). Nativism versus neuroconstructivism: rethinking the study of developmental disorders. Developmental Psychology, 45(1), 56.

Karmiloff-Smith, A. (2012). From constructivism to neuroconstructivism: activity-dependent structuring of the human brain. After Piaget, 1(1).

Karmiloff-Smith, A. Thomas, M.C. & Johnson, M.H. (2018). Thinking developmentally from constructivism to neuroconstructivism. World Library of Psychologists Series. Oxon, UK: Psychology Press Book.s

Karmiloff-Smith, A. (2015). An alternative to domain-general or domain-specific frameworks for theorizing about human evolution and ontogenesis. AIMS neuroscience, 2(2), 91.

Karmiloff-Smith, A. (2017). Embrace complexity! Multiple factors contributing to cognitive, social, and communicative development. New Perspectives on Human Development, 386.

Karmiloff‐Smith, A. (2009). Preaching to the converted? From constructivism to neuroconstructivism. Child Development Perspectives, 3(2), 99-102.

Karmiloff-Smith, A., Thomas, M. S., & Johnson, M. H. (2018). Thinking developmentally from constructivism to neuroconstructivism: Selected Works of Annette Karmiloff-Smith. Routledge.

Kuhl, P. K. (2002). Born to learn: Language, reading, and the brain of the child. Washington, DC: The White House Summit: “Early Childhood Cognitive Development: Ready to Read,” (pp.26-27). Washington, DC:

Mareschal, D. (2007). Neuroconstructivism: How the brain constructs cognition (Vol. 1). Oxford, UK: Oxford University Press.

Mareschal, D. (2007). Neuroconstructivism: perspectives and prospects (Vol. 2). Oxford University Press.

Mareschal, D. (2011). From NEOconstructivism to NEUROconstructivism. Child Development Perspectives, 5(3), 169-170.

Mareschal, D., Johnson, M. H., Sirois, S., Spratling, M., Thomas, M. S., & Westermann, G. (2007). Neuroconstructivism: How the brain constructs cognition (Vol. 1). Oxford, UK: Oxford University Press.

Mascolo, M. F., & Fischer, K. W. (2010). The dynamic development of thinking, feeling, and acting over the life span. The handbook of life-span development.

Massand, E., & Karmiloff-Smith, A. (2015). Cascading genetic and environmental effects on development: implications for intervention. The Genetics of Neurodevelopmental Disorders, 275-288.

Mayer, R. E. (2002). Using illustrations to promote constructivist learning from science text. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 333-356). Mahwah, NJ: Erlbaum.

Mayer, R. E. (2009). Constructivism as a theory of learning versus as a prescription for instruction. In S. Tobias & T. M. Duffy (Eds.), Constructivist theory applied to education: Success or failure? (pp. 184-200). Mahwah, NJ: Erlbaum.

Meltzoff, A. N. (1999). Born to learn: What infants learn from watching us. The role of early experience in infant development, (pp.145-164).

Meltzoff, A. N., & Prinz, W. (Eds.). (2002). Elements of a developmental theory of imitation. Cambridge University Press.

Menon, V. (2013). Developmental pathways to functional brain networks: emerging principles. Trends in Cognitive Sciences, 17(12), 627-640.

Oliver, A., Johnson, M. H., Karmiloff‐Smith, A., & Pennington, B. (2000). Deviations in the emergence of representations: A neuroconstructivist framework for analysing developmental disorders. Developmental Science, 3(1), 1-23.

Omote, A. (2018). How might the neuro-scientific study of reading inform us about effective methods for teaching reading to the wide variety of readers in today's classrooms?. International Politics and Economics, 24, 1-13.

Palva, S., & Palva, J. M. (2016). The role of local and large-scale neuronal synchronization in human cognition. In Multimodal oscillation-based connectivity theory (pp. 51-67). Springer International Publishing.

Piaget, J. (1928). La causalité chez l'enfant. British Journal of psychology, 18(3), 276-301.

Piaget, J. (1967). Biologie et connaissance; essai sur les relations entre les regulations organiques et les processus cognitifs.

Piaget, J. (1977). The role of action in the development of thinking. In Knowledge and development (pp. 17–42). Springer US.

Pinker, S. (1999). How the mind works. Annals of the New York Academy of Sciences, 882(1), 119-127.

Quadrelli, E., & Turati, C. (2016). Origins and development of mirroring mechanisms: A neuroconstructivist framework. British Journal of Developmental Psychology, 34(1), 6-23.

Rinaldi, L., & Karmiloff-Smith, A. (2017). Intelligence as a developing function: A neuroconstructivist approach. Journal of Intelligence, 5(2), 18.

Ronconi, L., Molteni, M., & Casartelli, L. (2016). Building blocks of others' understanding: A perspective shift in investigating social-communicative deficit in Autism. Frontiers in Human Neuroscience, 10.

Sirois, S., Spratling, M., Thomas, M. S., Westermann, G., Mareschal, D., & Johnson, M. H. (2008). Precis of neuroconstructivism: How the brain constructs cognition. Behavioral and Brain Sciences, 31(03), 321-331.

Thomas, M. S., Baughman, F. D., Thomas, M. S., Baughman, F. D., & Bentley, P. Neuroconstructivism: understanding typical and atypical trajectories of development. Unpublished document.

Tokuhama-Espinosa, T. (2017). Elegant complexity: The theory of the five pillars of neuroconstructivism in the brain.

Tokuhama-Espinosa, T. (2017). Neuroconstructivism and the modern classroom. [video] (26:00). JALT Conference. Available on:Neuroconstructivism and the Modern Classroom; by Tracey Tokuhama-Espinosa

Tokuhama-Espinosa, T. (2018). The five pillars of the mind: Redesigning education to suit the brain. New York, NY W.W. Norton.

Tokuhama-Espinosa, T. N., _ Borja, C. (2023). Radical Neuroconstructivism_ A framework to combine the how and what of teaching and learning. Frontiers in Education (8), 1215510. doi.org_10.3389_feduc.2023.1215510

Westermann, G. (2016). Experience‐dependent brain development as a key to understanding the language system. Topics in Cognitive Science, 8(2), 446-458.

Westermann, G., Mareschal, D., Johnson, M. H., Sirois, S., Spratling, M. W., & Thomas, M. S. (2007). Neuroconstructivism. Developmental Science, 10(1), 75-83.

Westermann, G., Thomas, M. S., & Karmiloff-Smith, A. (2010). Neuroconstructivism (Chapter 28). The Wiley-Blackwell Handbook of Childhood Cognitive Development, 723.

Yan, Z., & Fischer, K. W. (2007). Pattern emergence and pattern transition in microdevelopmental variation: Evidence of complex dynamics of developmental processes. Journal of Developmental Processes, 2(2), 39-62.

Other Resources

BBC Word. (2015). Annette Karmiloff Smith. [video]. (27:08 minutes). Available at https://www.youtube.com/watch?v=AsZUdBgDwQ0 

Psychological Science. (2014). Inside the Psychologist’s Studio: Annette Karmiloff-Smith. [video]. (38:19 minutes). Available at https://www.youtube.com/watch?v=qXmEe_m2Z9M 

Date of last update: 14-Dec-2022

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