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The development of facial recognition : Modularity, learning and preorganisation / Le developpement de la connaissance des visages: Modularite, apprentissage et pre-organisation

One of the fundamental questions for the cognitive neuroscience of development is to understand which properties of the human brain, which neuronal organisations make possible the development of cognitive competence (language, memory, creation of works of art, knowledge systems, beliefs, hopes etc). What properties of the human brain lead the infant to develop human cognitive capacities? These questions must be posed at all levels in the study of the brain, from genetics to behaviour. Studies bearing on the cognitive activities of the brain are a necessary approach to cerebral functioning in order to understand how the activity of a neural network constitutes what we call thought, mental states, actions, etc. Questions concerning the development of language, visuo-spatial abilities, reasoning, etc have been studied experimentally for a longer time than questions concerning the development of social behaviour, the affect and the emotions, representations of self and others, which, because they are more difficult to approach and to control experimentally, have until recently been restricted to a clinical approach, often psychoanalytical, of pathological cases, without recourse to an experimental approach to normal development. (PsycINFO Database Record (c) 2005 APA, all rights reserved) (journal abstract)



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