What is meant by the modularity of the mind?
What will be an ideal response?
Starting in the late 1970s, cognitive psychology shifted toward domain specificity. In part, this was because of striking demonstrations regarding the role of specific knowledge in chess playing. A key book, "The Modularity of Mind," presented an argument for extreme domain specificity (Fodor, 1983). In this view, the mind is modular, divided into discrete modules that operate more or less independently of each other. According to Fodor, each independently functioning module can process only one kind of input, such as language (e.g., words), visual percepts (e.g., faces), and so on.
Fodor asserted the modularity (distinct origins) of lower level processes, such as the basic perceptual processes involved in lexical access. However, the application of modularity has been extended to higher intellectual processes as well. Also, Fodor's book emphasized the modularity of specific cognitive functions, such as lexical access to word meanings, as distinct from word meanings derived from context. These functions primarily have been observed in cognitive experiments. Issues of modularity, however, also have been important in neuropsychological research. For example, discrete pathological conditions are associated with discrete cognitive deficits.
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a. directional hypothesis. c. hypothesis that cannot be tested. b. nondirectional hypothesis. d. finding of a research study.
Low SES families tend to:
A. teach their children to delay their instant gratification desires B. use more lenient measures to control their children C. emphasize conforming to parental values D. all of the above are correct
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a. matching. b. seriation. c. classification. d. object identification.
It is now agreed that teachers must develop some acumen in school finance. Which of the following is included in the suggested avenues for meeting this need?
a. civic study groups b. required courses in the basics of finance c. in-service training projects d. all of the above