Language, Brain, and Cognitive Development

ion, 470Accumulator model, 285–289, 310,311Action meanings, cognitive model ofgrasping, 274, 275Agrammatism, 168–169Alarm call, 425Amusics, congenital, 437–438Analog magnitude representations ofnumbers, 308–312Analysis-by-synthesis model, 151–154Aristotle, 505–509Arithmetic reasoning principles, 283–284Articulatory mechanism and ‘‘articula-tory buffer,’’ 244Association, as real, 148–149Associationism, 148–149Associationist model, Rummelhart-McClelland (RM), 158–160,162–163, 173–174Associative information, 150Atran, Scott, 13, 14Attention, 409–410objects competing for, 333–334Auditory images, 253Autism, 269–270, 437Automaticity, 408 Bach-y-Rita, 117–118Bantu languages, 190–191Bastian, Charlton, 510–511Behavior, why we cannot rely on,263–265Behaviorism, 148stimulus-response, 35n2Behind/not-behind distinction, 343Biases, 4Bilingualism/multilingualism, 379–385. See also Critical period(s),for language acquisitionbecoming bilingual in school, 386–388future of a multilingual world, 388–390how languages are represented inbrain of bilingual people, 389Biological and cognitive levels, rela-tions between, 268–273Biology. See also Neurosciencecontribution to psychology, 397–398, 409, 411Bodily sensations, representation of,113–115, 117Bootstrapping parameters of gram-mar, 136Brain. See also Neurosciencecausal influences from cognition to,273–274sublevels of description in, 268synthesis between mind and, 409Broca’s area, 252, 253, 403 Cardinal numerons, 281, 288Cardinal principle, 288