Connectionist Approaches to Perseveration: Understanding Universal and Task-Specific Aspects of Children's Behavior

Toward a Unified Theory of Development Connectionism and Dynamic System Theory Re-Consider

Volumn , Issue , 2009, Pages

  Morton, J Bruce ^a   Munakata, Yuko ^b  

^a UNIVERSITY OF WESTERN ONTARIO   (Canada)

^b UNIVERSITY OF COLORADO   (United States)

Author keywords

Children; Connectionist models; Infants; Perseveration; Reaching behavior; Rule guided behavior

Indexed keywords

EID: 79955473450     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1093/acprof:oso/9780195300598.003.0007     Document Type: Chapter

References (88)

1. Aguiar, A., & Baillargeon, R. (2000). Perseveration and problem solving in infancy. In H. W. Reese (Ed.), Advances in Child Development and Behavior (Vol. 27, pp. 135-180). New York: Academic Press.
2. Ahmed, A., & Ruffman, T. (1998). Why do infants make A not B errors in a search task, yet show memory for the location of hidden objects in a nonsearch task? Developmental Psychology, 34(3), 441-453.
3. Arbib, M. A. (Ed.). (2002). The handbook of brain theory and neural networks (2nd ed.). Cambridge, MA: MIT Press-Bradford Books.
4. Ashby, F. G., & Todd, M. W. (2005). Human category learning. Annual Review of Psychology, 56, 149-178.
5. Baron-Cohen, S. (1998). Modularity in developmental cognitive neuropsychology:Evidence from autism and Gilles de la Tourette syndrome. In J. A. Burack, R. M. Hodapp, & E. Zigler (Eds.), Handbook of mental retardation and development (pp. 334-348). New York: Cambridge University Press.
6. Berthier, N. E., Rosenstein, M. T., & Barto, A. G. (2005). Approximate optimal control as a model for motor learning. Psychological Review, 112(2), 329-346.
7. Brace, J. J., Morton, J. B., & Munakata, Y. (2006). When actions speak louder than words:Improving children's flexibility in a card-sorting task. Psychological Science, 17(8), 665-669.
8. Bremner, J. G. (1978). Spatial errors made by infants: Inadequate spatial cues or evidence of egocentrism? British Journal of Psychology, 69(1), 77-84.
9. Brooks, P. J., Hanauer, J. B., Padowska, B., & Rosman, H. (2003). The role of selective attention in preschoolers' rule use in a novel dimensional card sort. Cognitive Development, 18(2), 195-215.
10. Bunge, S. A., Kahn, I., Wallis, J. D., Miller, E. K., & Wagner, A. D. (2003). Neural circuits subserving the retrieval and maintenance of abstract rules. Journal of Neurophysiology, 90(5), 3419-3428.
11. Butterworth, G. E. (1974). The development of the object concept in human infants. Unpublished doctoral dissertation, University of Oxford.
12. Casey, B. J., Durston S., & Fossella J. A. (2001). Evidence for a mechanistic model of cognitive control. Clinical Neuroscience Research, 1(4), 267-282.
13. Chafee, M. V., & Goldman-Rakic, P. S. (2000). Inactivation of parietal and prefrontal cortex reveals interdependence of neural activity during memory-guided saccades. Journal of Neurophysiology, 83(3), 1550-1566.
14. Clearfield, M. W., Diedrich, F. J., Smith, L. B., & Thelen, E. (2006). Young infants reach correctly in A-not-B task: On the development of stability and perseveration. Infant Behavior and Development, 29(3), 435-444.
15. Cohen, J. D., Dunbar, K., & McClelland, J. L. (1990). On the control of automatic processes: A parallel distributed processing account of the Stroop effect. Psychological Review, 97(3), 332-361.
16. Cummings, E. M., & Bjork, E. L. (1983a). Perseveration and search on a five-choice visible displacement hiding task. Journal of Genetic Psychology, 142, 283-291.
17. Cummings, E. M., & Bjork, E. L. (1983b). Search and behavior on multi-choice hiding tasks: Evidence for an objective conception of space in infancy. International Journal of Behavioral Development, 6(1), 71-87.
18. De Fockert, J. W., Rees, G., Frith, C. D., & Lavie, N. (2001). The role of working memory in visual selective attention. Science, 291(5509), 1803-1806.
19. Desimone, R., & Duncan, J. (1995). Neural mechanisms of selective visual attention. Annual Review of Neuroscience, 18, 193-222.
20. Diamond, A. (1983). Behavior changes between 6-12 months of age: What can they tell us about how the mind of the infant is changing? Dissertation Abstracts International, 44(01B), 337.
21. Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants' performance on AB. Child Development, 56(4), 868-883.
22. Diedrich, F. J., Thelen, E., Smith, L. B., & Corbetta, D. (2000). Motor memory is a factor in infant perseverative errors. Developmental Science, 3(4), 479-494.
23. Elman, J. L. (2003). Development: It's about time. Developmental Science, 6(4), 430-433.
24. Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking innateness: A connectionist perspective on development. Cambridge, MA: MIT Press-Bradford Books.
25. Evans, W. F. (1973). The stage-IV error in Piaget's theory of object concept development: An investigation of the role of activity. Dissertation Abstracts International, 34(11B), 5651.
26. Fodor, J. A. (1983). The modularity of mind. Cambridge, MA: MIT Press-Bradford Books.
27. Frank, M. J. (2005). Dynamic dopamine modulation in the basal ganglia: A neurocomputational account of cognitive deficits in medicated and nonmedicated Parkinsonism. Journal of Cognitive Neuroscience, 17(1), 51-72.
28. Friend, M. (2000). Developmental changes in sensitivity to vocal paralanguage. Developmental Science, 3(2), 148-162.
29. Fuster, J. M., Bauer, R. H., & Jervey, J. P. (1985). Functional interactions between inferotemporal and prefrontal cortex in a cognitive task. Brain Research, 330(2), 299-307.
30. Hofstadter, M. C., & Reznick, J. S. (1996). Response modality affects human infant delayed-response performance. Child Development, 67(2), 646-658.
31. Huber, D.E., & O'Reilly, R.C. (2003). Persistence and accommodation in short-term priming and other perceptual paradigms: Temporal segregation through synaptic depression. Cognitive Science, 27(3), 403-430.
32. Jacques, S., & Zelazo, P. D. (2001). The flexible item selection task (FIST): A measure of executive function in preschoolers. Developmental Neuropsychology, 20(3), 573-591.
33. Jacques, S., Zelazo, P. D., Kirkham, N. Z., & Semcesen, T. K. (1999). Rule selection versus rule execution in preschoolers: An error-detection approach. Developmental Psychology, 35(3), 770-780.
34. Joanisse, M. F., & Seidenberg, M. S. (2003). Phonology and syntax in specific language impairments: Evidence from a connectionist model. Brain and Language, 86(1), 40-56.
35. Jog, M. S., Kubota, Y., Connolly, C. I., & Graybiel, A. M. (1999). Building neural representations of habits. Science, 286(5445), 1745-1749.
36. Kelso, J. A. S. (1995). Dynamic patterns: The self-organization of brain and behavior. Cambridge, MA: MIT Press-Bradford Books.
37. Kharitonova, M., Chien, S., Colunga, E., & Munakata, Y. (2007, March). The emergence of human intelligence: An early synergy of flexibility and generalization. Paper presented at the biennial meeting of the Society for Research on Child Development, Boston, MA.
38. Kharitonova, M., Chien, S., Colunga, E., & Munakata, Y. (in press). More than a matter of getting "unstuck": Flexible thinkers use more abstract representations than perseverators. Developmental Science.
39. Kirkham, N. Z., Cruess, L., & Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6(5), 449-476.
40. Leslie, A. M. (1992). Pretence, autism, and the theory-of-mind-module. Current Directions in Psychological Science, 1(1), 18-21.
41. Marcovitch, S., & Zelazo, P. D. (1999). The A-not-B error: Results from a logistic metaanalysis. Child Development, 70(6), 1297-1313.
42. McClelland, J. L. (1989). Parallel distributed processing: Implications for cognition and development. In R. G. M. Morris (Ed.), Parallel distributed processing: Implications for psychology and neurobiology (pp. 8-45). New York: Oxford University Press.
43. McClelland, J. L., Rumelhart, D. E., & PDP Research Group. (1986). Parallel distributed processing: Explorations in the microstructure of cognition: Vol. 2. Psychological and biological models. Cambridge, MA: MIT Press.
44. Miller, E. K., & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annual Review of Neuroscience, 24, 167-202.
45. Miller, E. K., & Desimone, R. (1994). Parallel neuronal mechanisms for short-term memory. Science, 263(5146), 520-523.
46. Miller, E. K., Erickson C. A., & Desimone, R. (1996). Neural mechanisms of visual working memory in the prefrontal cortex of the macaque. Journal of Neuroscience, 16(16), 5154-5167.
47. Morton, J. B., & Munakata, Y. (2002a). Active versus latent representations: A neural network model of perseveration, dissociation, and decalage. Developmental Psychobiology, 40(3), 255-265.
48. Morton, J. B., & Munakata, Y. (2002b). Are you listening? Exploring a developmental knowledge-action dissociation in a speech interpretation task. Developmental Science, 5(4), 435-440.
49. Morton, J. B., & Munakata, Y. (2008). The appearance (and disappearance) of knowledgeaction dissociations in adults. Manuscript in preparation.
50. Morton, J. B., & Trehub, S. E. (2001). Children's understanding of emotion in speech. Child Development, 72(3), 834-843.
51. Morton, J. B., Trehub, S. E., & Zelazo, P. D. (2003). Sources of inflexibility in 6-year-olds' understanding of emotion in speech. Child Development, 74(6), 1857-1868.
52. Munakata, Y. (1997). Perseverative reaching in infancy: The roles of hidden toys and motor history in the A-not-B task. Infant Behavior and Development, 20(3), 405-416.
53. Munakata, Y. (1998). Infant perseveration and implications for object permanence theories: A PDP model of the AB task. Developmental Science, 1(2), 161-184.
54. Munakata, Y. (2001). Graded representations in behavioral dissociations. Trends in Cognitive Sciences, 5(7), 309-315.
55. Munakata, Y. (2006). Information processing approaches to development. In W. Damon, R. Lerner (Series Eds.), D. Kuhn, & R. S. Siegler (Vol. Eds.), Handbook of child psychology:Vol. 2. Cognition, perception, and language (6th ed., pp. 426-463). New York: Wiley.
56. Munakata, Y., & McClelland, J. L. (2003). Connectionist models of development. Developmental Science, 6(4), 413-429.
57. Munakata, Y., McClelland, J. L., Johnson, M. H., & Siegler, R. S. (1997). Rethinking infant knowledge: Toward an adaptive process account of successes and failures in object permanence tasks. Psychological Review, 104(4), 686-713.
58. Munakata, Y., Morton, J. B., & Stedron, J. M. (2003). The role of prefrontal cortex in perseveration: Developmental and computational explorations. In P. T. Quinlan (Ed.), Studies in Developmental Psychology [series]. Connectionist models of development:Developmental processes in real and artificial neural networks (pp. 83-114). London:Taylor & Francis-Psychology Press.
59. Munakata, Y., Sahni, S. D. & Yervys, B. E. (2001). An embodied theory in search of a body: Challenges for a dynamic systems model of infant perseveration [Commentary]. Behavioral and Brain Sciences, 24(1), 56-57.
60. Munakata, Y., & Yerys, B. E. (2001). All together now: When dissociations between knowledge and action disappear. Psychological Science, 12(4), 335-337.
61. O'Reilly, R. C., & Johnson, M. H. (2002). Object recognition and sensitive periods: A computational analysis of visual imprinting. In M. H. Johnson, Y. Munakata, & R. O. Gilmore (Eds.), Brain development and cognition: A reader (2nd ed., pp. 392-413). Oxford, United Kingdom: Blackwell.
62. O'Reilly, R. C., & Munakata, Y. (2000). Computational explorations in cognitive neuroscience: Understanding the mind by simulating the brain. Cambridge, MA: MIT Press-Bradford Books.
63. O'Reilly, R. C., & Rudy, J. W. (2001). Conjunctive representations in learning and memory: Principles of cortical and hippocampal function. Psychological Review, 108(2), 311-345.
64. Patalano, A. L., Smith, E. E., Jonides, J., & Koeppe, R. A. (2001). PET evidence for multiple strategies of categorization. Cognitive, Affective and Behavioral Neuroscience, 1(4), 360-370.
65. Perner, J., & Lang, B. (2002). What causes 3-year-olds' difficulty on the dimensional change card sorting task? Infant and Child Development 11(2), 93-105.
66. Piaget, J. (1954). The construction of reality in the child (M. Cook, Trans.). New York:Basic Books.
67. Rougier, N. P., Noelle, D. C., Braver, T. S., Cohen, J. D., & O'Reilly, R. C. (2005). Prefrontal cortex and flexibility cognitive control: Rules without symbols. Proceedings of the National Academy of Sciences, USA, 102(20), 7338-7343.
68. Siegler, R. S. (1995). How does change occur: A microgenetic study of number conservation. Cognitive Psychology, 28(3), 225-273.
69. Sitton, M., Mozer, M. C., & Farah, M. J. (2000). Superadditive effects of multiple lesions in a connectionist architecture: Implications for the neuropsychology of optic aphasia. Psychological Review, 107(4), 709-734.
70. Smith, L. B., & Scheier, C. (1998). Babies have bodies: Why Munakata's net fails to meet its own goals. Developmental Science, 1(2), 202-204.
71. Smith, L. B., & Thelen, E. (Eds.). (1993). A dynamic systems approach to development:Applications. Cambridge, MA: MIT Press-Bradford Books.
72. Smith, L. B., & Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive Sciences, 7(8), 343-348.
73. Smith, L. B., Thelen, E., Titzer, R., & McLin, D. (1999). Knowing in the context of acting:The task dynamics of the A-not-B error. Psychological Review, 106(2), 235-260.
74. Spencer, J. P., & Schöner, G. (2003). Bridging the representational gap in the dynamic systems approach to development. Developmental Science, 6(4), 392-412.
75. Spencer, J. P., & Schutte, A. R. (2004). Unifying representations and responses:Perseverative biases arise from a single behavioral system. Psychological Science, 15(3), 187-193.
76. Stedron, J. M., Sahni, S. D., & Munakata, Y. (2005). Common mechanisms for working memory and attention: The case of perseveration with visible solutions. Journal of Cognitive Neuroscience, 17(4), 623-631.
77. Thelen, E., & Bates, E. (2003). Connectionism and dynamic systems: Are they really different? [Special section/]. Developmental Science, 6(4), 378-391.
78. Thelen, E., Schöner, G., Scheier, C., & Smith, L. B. (2001). The dynamics of embodiment: A field theory of infant perseverative reaching. Behavioral and Brain Sciences, 24(1), 1-34, commentary 34-70, authors' response 70-80.
79. Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press-Bradford Books.
80. Thomas, M. S. C., & Karmiloff-Smith, A. (2003). Connectionist models of development, developmental disorders, and individual differences. In R. J. Sternberg, J. Lautrey, and T. I. Lubart (Eds.), Models of intelligence: International perspectives [Series: Decade of behavior] (pp. 133-150). Washington, DC: American Psychological Association. Retrieved October 31, 2008, from
81. Towse, J. N., Redbond, J., Houston-Price, C. M. T., & Cook, S. (2000). Understanding the dimensional change card sort: Perspectives from task success and failure. Cognitive Development, 15(3), 347-365.
82. Usher, M., & McClelland, J. L. (2001). The time course of perceptual choice: The leaky, competing accumulator model. Psychological Review, 108(3), 550-592.
83. van der Maas, H. L. J., & Molenaar, P. C. M. (1992). Stagewise cognitive development: An application of catastrophe theory. Psychological Review, 99(3), 395-417.
84. Wallis, J. D., Anderson, K. C., & Miller, E. K. (2001). Single neurons in prefrontal cortex encode abstract rules. Nature, 411(6840), 953-956.
85. Wellman, H. M., Cross, D., & Bartsch, K. (1986). Infant search and object permanence: A meta-analysis of the A-not-B error. Monograph of the Society for Research in Child Development, No. 214, 51(3), 1-67.
86. Yerys, B. E., & Munakata, Y. (2006). When labels hurt but novelty helps: Children's perseveration and flexibility in a card-sorting task. Child Development, 77(66), 1589-1607.
87. Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), Serial No. 274.
88. Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11(1), 37-63.