Models of atypical development must also be models of normal development

Westermann, Gert; Mareschal, Denis

doi:10.1017/s0140525x02430130

Cited by 3 publications

(2 citation statements)

References 207 publications

(288 reference statements)

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“…For instance, dyslexia or dyscalculia are specialized conditions emerging when deficiencies in core language-related or magnitude-related representations do not meet the demands of symbol learning imposed by school for learning to read or arithmetic. Autism emerges from deficiencies in repressing social cues and awareness of representations (Ball & Karmiloff-Smith, 2014;Pennington et al, 2019;Westermann & Mareschal, 2002). ADHD emerges from deficiencies in EFs.…”

Section: Interfacing Typical and Atypical Developmentmentioning

confidence: 99%

The typical and atypical developing mind: a common model

Demetriou,

Spanoudis,

Papadopoulos

2024

Dev Psychopathol

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We present a theory of atypical development based on a developmental theory of the typical mind integrating developmental, cognitive, and psychometric theory and research. The paper comprises three parts. First, it outlines the theory of typical development. The theory postulates central cognitive mechanisms, such as relational integration, executive and inferential processes, and domain-specific processes underlying different environmental relations, such as visuospatial or quantitative relations. Cognitive development advances in cycles satisfying developmental priorities in mastering these systems, such as executive control from 2–6 years, inferential control from 7–11 years, and truth control from 12–18 years. Second, we discuss atypical development, showing how each neurodevelopmental disorder emerges from deficiencies in one or more of the processes comprising the architecture of the mind. Deficiencies in relational integration mechanisms, together with deficiencies in social understanding, yield autism spectrum disorder. Deficiencies in executive processes yield attention-deficit and hyperactivity disorder. Deficiencies in symbolic representation yield specialized learning difficulties, such as dyslexia and dyscalculia. Finally, we discuss clinical and educational implications, suggesting the importance of early diagnosis of malfunctioning in each of these dimensions and specific programs for their remediation.

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Section: Interfacing Typical and Atypical Developmentmentioning

confidence: 99%

The typical and atypical developing mind: a common model

Demetriou,

Spanoudis,

Papadopoulos

2024

Dev Psychopathol

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show abstract

“…For instance, dyslexia or dyscalculia are specialized conditions emerging when deficiencies in core language-related or magnituderelated representations do not meet the demands of symbol learning imposed by school for learning to read or arithmetic. Autism emerges from deficiencies in repressing social cues and awareness of representations (Ball & Karmiloff-Smith, 2014;Pennington et al, 2019;Westermann & Mareschal, 2002). ADHD emerges from deficiencies in executive functions.…”

Section: Interfacing Typical and Atypical Developmentmentioning

confidence: 99%

The Typical and Atypical Developing Mind: A Common Model

Demetriou,

Spanoudis,

Papadopoulos

2024

Preprint

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We present a theory of atypical development based on a developmental theory of the typical mind integrating developmental, cognitive, and psychometric theory and research. The paper comprises three parts. First, it outlines the theory of typical development. The theory postulates central cognitive mechanisms, such as relational integration, executive and inferential processes, and domain-specific processes underlying different environmental relations, such as visuospatial or quantitative relations. Cognitive development advances in cycles satisfying developmental priorities in mastering these systems, such as executive control from 2-6 years, inferential control from 7-11 years, and truth control from 12-18 years. Second, we discuss atypical development, showing how each neurodevelopmental disorder emerges from deficiencies in one or more of the processes comprising the architecture of the mind. Deficiencies in relational integration mechanisms, together with deficiencies in social understanding, yield ASD. Deficiencies in executive processes yield ADHD. Deficiencies in symbolic representation yield specialized learning difficulties, such as dyslexia and dyscalculia. Finally, we discuss clinical and educational implications, suggesting the importance of early diagnosis of malfunctioning in each of these dimensions and specific programs for their remediation.

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Neuroconstructivism - IHow the brain constructs cognition

Mareschal¹,

Johnson²,

Sirois³

et al. 2007

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236

197

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To be published in Behavioral and Brain Sciences (in press) Cambridge University Press 2007 Below is the unedited précis of a book that is being accorded BBS multiple book review. This preprint has been prepared for potential commentators who wish to nominate themselves for formal commentary invitation. Please do not write a commentary unless you receive a formal invitation. Invited commentators will receive full instructions. Commentary must be based on the book.*

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Models of atypical development must also be models of normal development

Cited by 3 publications

References 207 publications

The typical and atypical developing mind: a common model

The typical and atypical developing mind: a common model

The Typical and Atypical Developing Mind: A Common Model

Neuroconstructivism - IHow the brain constructs cognition

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