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G. Butterworth, Nicholas Jarrett (1991)
What minds have in common is space : Spatial mechanisms serving joint visual attention in infancyBritish Journal of Development Psychology, 9
Williams Williams, Dayan Dayan (2005)
Dopamine, learning, and impulsivity: a biological account of ADHDJournal of Child and Adolescent Psychopharmacology, 15
Fiona Richardson, M. Thomas (2006)
The benefits of computational modelling for the study of developmental disorders: extending the Triesch et al. model to ADHD.Developmental science, 9 2
(2004)
Received: 13 December
G. Csibra (2006)
Blind infants in random environments: further predictions.Developmental science, 9 2
Jonathan Williams, P. Dayan (2005)
Dopamine, learning, and impulsivity: a biological account of attention-deficit/hyperactivity disorder.Journal of child and adolescent psychopharmacology, 15 2
J. Triesch, C. Teuscher, G. Deák, E. Carlson (2006)
Gaze following: why (not) learn it?Developmental science, 9 2
C. Moore (2006)
Modeling the development of gaze following needs attention to space.Developmental science, 9 2
Richardson Richardson, Thomas Thomas (2006)
model to ADHDDevelopmental Science, 9
(2005)
A reinforcement learning model explains the stage-wise development of gaze following
We thank the four commentators for carefully evaluating our model ( Triesch, Teuscher, Deák, & Carlson, 2006 ) and sharing their opinions. We will respond to the commentaries one by one. Chris Moore focuses on two important limitations of our model: our choice not to incorporate attentional cueing mechanisms, and our choice to ignore spatial aspects of gaze following. We agree with his comments. It is important to emphasize, however, that there are good reasons to develop computational models in an incremental fashion. Richardson and Thomas, in their commentary, put it very nicely: ‘Overly complex models are time consuming to build and run the risk of revealing little about the potential causes of a particular behavior, since credit and blame assignment can become opaque.’ Our choice was thus to start with a very simple model, which we view as a useful stepping stone for the development of more complex and powerful models. In fact, our current work has been extending the present model in the suggested directions (see Jasso, Triesch & Teuscher, 2005, for recent results). Gergely Csibra's commentary nicely illustrates some pitfalls of deriving and interpreting the predictions of a computational model. In a first manipulation of
Developmental Science – Wiley
Published: Mar 1, 2006
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