Abstract Annette Karmiloff-Smith’s perspective places development at the very core of of the explanation of psychological functioning. Her neuroconstructivist model involves several fundamental assumptions, as follows: (a) functional specificity is acquired through interactive experience with the environment through a process of progressive specialization; (b) the influence of each level of explanation in human development (i.e., genetic, cellular, neural, cognitive, behavioural and environmental) inter-depends on the others; (c) there is no one-to-one correspondence between the level of observable behaviours and the level of cognitive processes and mental representations; and (d) interaction with caregivers is the privileged development context. There is an urgency to translate these assumptions into practices that enable the optimization of developmental contexts; this paper addresses this urgency by suggesting the implications of this neuroconstructivist model for the assessment and design of support for children at risk of atypical development.

中文翻译：

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如果您想取得成功，请成为一个好大师。Annette Karmiloff-Smith：发展视角/如果想进步，请有一位好老师。Annette Karmiloff-Smith：来自发展的观点

摘要安妮特·卡米洛夫-史密斯（Annette Karmiloff-Smith）的观点将发展置于心理功能解释的核心。她的神经建构主义模型涉及以下几个基本假设：（a）功能特异性是通过逐步专业化的过程与环境的互动经验而获得的；（b）每个层次的解释对人类发展的影响（即遗传，细胞，神经，认知，行为和环境）相互依存；（c）可观察到的行为水平与认知过程和心理表征水平之间没有一一对应的关系；（d）与照顾者的互动是特权发展的背景。迫切需要将这些假设转化为能够优化发展环境的实践；本文通过提出这种神经建构主义模型对评估和设计对处于非典型发育危险中的儿童的支持的意义，解决了这一紧迫性。