Volume I: Part I - Foundations
1: Introduction
2: Encellment: the emerging function and morphology of neurons
3: Embrainment: the brain unboxed
4: Embodiment: representations in context
5: Principles, mechanisms, and processes
Part II - Case Studies
6: The cortical basis of early visual perception ... a story of
multiple representations
7: Habituation in infancy ... from interacting neural systems to
active exploration
8: Phonological development ... the integration of sensory motor
representations
9: Infants and objects ... from functional brain systems to
behavior
10: Ensocialment ... minds and brains in society
11: Lessons from atypical development
12: Dyslexia: a case study of the application of the
neuroconstructivist principles
Part III - Conclusions
13: Conclusions and challenges for the future
Volume II
1: Denis Mareschal, Sylvain Sirois, & Gert Westermann:
Introduction
2: James A Bednar & Risto Miikkulainen: Constructing visual
function through prenatal and postal learning
3: Melissa Dominguez & Robert A Jacobs: Learning the best first:
interactions between visual development and learning
4: Thomas R Shultz, Shreesh P Mysore, & Steven R Quartz: Why let
networks grow?
5: Maartje Raijmakers: Modeling cognitive developmental transitions
in neural networks: bifurcations in an adaptive resonance theory
model
6: Matthew Schlesinger & Domenico Parisi: Connectionism in an
artifical life perspective: simulating motor, cognitive, and
language development
7: Yiannis Demiris: Using robots to study the mechanisms of
imitation
8: Olaf Sporns: What neuro-robotic models can teach us about neural
and cognitive development
9: Marc F Joanisse: Phonological deficits and developmental
language impairments: evidence from connectionist models
10: Ira L Cohen: A neural network model of autism: implications for
theory and treatment
11: Mark H Johnson & Denis Mareschal: Conclusion: the future of
neuroconstructivism
Denis Mareschal obtained his first degree from King's College
Cambridge in Natural Science with a specialisation in physics and
theoretical physics. He then went on to obtain a Masters in
psychology from McGill University with a thesis on the
computational modelling of cognitive development. Finally, he
obtained a DPhil in Psychology from the University of Oxford for a
thesis combining neural network modelling and the experimental
testing of infant-object
interactions. He took up an initial lecturing position at the
University of Exeter (UK) in 1995 and moved to Birkbeck University
of London in 1998 where he has been ever since. He was made
professor in 2006.
Mark H. Johnson is Professor of Psychology and Director of the
Centre for Brain & Cognitive Development at Birkbeck, University of
London, and a MRC Scientific Team Leader. He received his BSc in
Biological Sciences at the University of Edinburgh, Scotland, and
his PhD in Neurobiology from the University of Cambridge, UK.
Following this training he was appointed Research Scientist
(1985-90), and then Senior Research Scientist (1993-98) at the
Medical Research Council Cognitive
Development Unit, London. From 1989 to 1990 he was also Visiting
Assistant Professor at the University of Oregon, Eugene, and from
1991 to 1995 Associate Professor of Psychology at Carnegie Mellon
University,
Pittsburgh. He has published over 150 scholarly articles and 8
books on brain and cognitive development in human infants and other
species, and is Co-Editor of the international journal
Developmental Science.
Sylvain Sirois' research is mainly concerned with the mechanisms of
learning and development, which he studies through a combination of
neurally-inspired neural network models, robotics, and empirical
studies with babies, children, adults, and the elderly.
Michael Spratling received a BEng. degree in Engineering Science
from Loughborough University, and MSc and Ph.D. degrees in
Artificial Intelligence and Neural Computation from the University
of Edinburgh. He has held several research positions, both in
psychology and in engineering, including a postdoctoral research
fellowship in the Centre for Brain and Cognitive Development at
Birkbeck College, University of London. He was appointed as a
lecturer in the Division of Engineering at King's
College London in 2004.
Michael Thomas completed his D.Phil. in Experimental Psychology at
University of Oxford in 1997. His principal research interests are
in cognitive and language development, with a focus on
developmental disorders. For more detail, see
http://www.psyc.bbk.ac.uk/research/DNL/
Gert Westermann received his Diploma in Computer Science from the
University of Braunschweig in Germany (he also spent a year at the
University of Texas at Austin) and went on to do a PhD in Cognitive
Science at the University of Edinburgh. Following this he worked as
a researcher at the Sony Computer Science Laboratory in Paris and
subsequently took up a Research Fellowship at Birkbeck College in
London. He is now a Senior Lecturer in Psychology at Oxford Brookes
University. During 2005-2006
he is on sabbatical in the Department of Experimental Psychology at
the University of Oxford.
"A very exciting and important book, and a significant advance in
our understanding of brain and behavioral development." --Jeff
Elman, Professor of Cognitive Science, University of California,
San Diego
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