Journal article
Short arms and talking eggs: Why we should no longer abide the nativist-empiricist debate
Child Development Perspectives, Vol.3(2), pp.79-87
08/01/2009
DOI: 10.1111/j.1750-8606.2009.00081.x
PMID: 19784383
Abstract
The nativist-empiricist debate and the nativist commitment to the idea of core knowledge and endowments that exist without relevant postnatal experience continue to distract attention from the reality of developmental systems. The developmental systems approach embraces the concept of epigenesis, that is, the view that development emerges via cascades of interactions across multiple levels of causation, from genes to environments. This view is rooted in a broader interpretation of experience and an appreciation for the nonobvious nature of development. We illustrate this systems approach with examples from studies of imprinting, spatial cognition, and language development, revealing the inadequacies of the nativist-empiricist debate and the inconvenient truths of development. Developmental scientists should no longer abide the nativist-empiricist debate and nativists' ungrounded focus on origins. Rather, the future lies in grounding our science in contemporary theory and developmental process.
Details
- Title: Subtitle
- Short arms and talking eggs: Why we should no longer abide the nativist-empiricist debate
- Creators
- John P Spencer - University of Iowa, Psychological and Brain SciencesMark S Blumberg - University of Iowa, Psychological and Brain SciencesBob Mcmurray - University of Iowa, Psychological and Brain SciencesScott R RobinsonLarissa K Samuelson - University of Iowa, Psychological and Brain SciencesJ. Bruce Tomblin - University of Iowa, Communication Sciences and Disorders
- Resource Type
- Journal article
- Publication Details
- Child Development Perspectives, Vol.3(2), pp.79-87
- Publisher
- JOHN WILEY & SONS INC; HOBOKEN
- DOI
- 10.1111/j.1750-8606.2009.00081.x
- PMID
- 19784383
- ISSN
- 1750-8606
- eISSN
- 1750-8606
- Number of pages
- 9
- Language
- English
- Date published
- 08/01/2009
- Academic Unit
- Psychological and Brain Sciences; Communication Sciences and Disorders; Linguistics; Biology; Otolaryngology; Iowa Neuroscience Institute
- Record Identifier
- 9983619165802771
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