Abstract
This chapter addresses an example of developmental dyslexia in children as an illustration of the principles of neuroconstructivism. It considers progressive specialization, competition and cooperation, partial representations, context-dependence, and progressive specialization. It is noted that the cultural specification of the reading task affects both normal and atypical development. Research on typical and atypical reading development has produced a large and complex literature. Moreover, convergent evidence from several disciplines, including psychology, neuroscience, genetics, and computational modeling, is reported. It is shown that developmental dyslexia demonstrates the neuroconstructivist principles. Computational modeling has also revealed the significance of assessing the influence of a clearly specified developmental process in producing the behavioral deficits shown in a disorder. In addition, computational models provide a clearer answer to the key question in the study of developmental deficits: Why, unlike in early-acquired focal brain damage in healthy children, is there no compensation to recovery across development?
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