Modularity and Constraints in Language and

One of the central problems in the study of modern cognition is the degree to which higher cognition is modularized: that is, how much are higher functions carried out by domain-specific, specialized, cognitive subsystems, rather than a highly general cognitive learning and inferring device? To date, ideas and proposals about modularity have been best developed in the study of vision and grammar. In the present volume, the usefulness of approaches employing modularity and domain specificity are further explored in papers on the development of biological thought, word meaning, symbols, and emotional development, as well as in the core area of grammar itself, by leading researchers in these fields. The volume also contains an introduction to some basic ideas and concepts in the study of modularity and domain-specificity, and some critical discussion of the overall problems of the modularity constraints approach to analyzing development.

Preface	p. ix
Constraints, Modules, and Domain Specificity: An Introduction	p. 1
References	p. 23
Modularity and Constraints in Early Lexical Acquisition: Evidence from Children's Early Language and Gesture	p. 25
References	p. 55
Constraints on Word Learning: Speculations About Their Nature, Origins, and Domain Specificity	p. 59
Acknowledgments	p. 95
References	p. 96
The Origins of an Autonomous Biology	p. 103
Acknowledgments	p. 135
Acknowledgments	p. 135
Language, Affect, and Social Order	p. 139
Appendix	p. 172
Acknowledgments	p. 176
References	p. 176
The Logical and Extrinsic Sources of Modularity	p. 179
References	p. 209
Beyond Modules	p. 213
What Do Developmental Psychologists Really Want?	p. 221
References	p. 231
Author Index	p. 233
Subject Index	p. 239
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Modularity and Constraints in Language and Cognition: The Minnesota Symposia on Child Psychology, Volume 25

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