@inbook{LCNL:81,
	author={Mark S. Seidenberg and Jason D. Zevin},
	year={2006},
	title={Connectionist models in developmental cognitive neuroscience: Critical periods and the paradox of success.},
	publisher={Oxford University Press.},
	location={Oxford, UK},
	editor={Munakata,Yuko and Johnson,Mark},
	booktitle={Processes of Change in Brain and Cognitive Development. Attention and Performance XXI},
	comments={A reinterpretation of the age-related decline in language learning capacity often attributed to a critical or sensitive period under maturational rather than experiential control. Drawing on computational models and data from both humans and song learning in zebra finches, we conclude that this decline has a different basis, which we term the Paradox of Success: success in learning a first language creates conditions that interfere with subsequent learning.},
	abstract={Connectionist models have made significant contributions to understanding developmental phenomena, mainly by providing novel computational accounts of behavioral emergence and change. What is the fate of such models given the increasing interest in and information about the biological bases of development? We consider this issue with respect to the classical idea of a critical period for acquiring language. The standard view is that neurobiological developments on a strict maturational timetable create limits on language learning capacity. Computational analysis suggests the opposite: that learning itself creates neurobiological conditions underlying the "closing" of the critical period. The critical period example suggests how connectionist models can continue to provide a necessary level of analysis intermediate between behavior and brain.},
	language={English},
	isbn={0198568746},
	URL={http://lcnl.wisc.edu/publications/archive/81.pdf},
}