Children's reading and spelling errors show that orthographic learning involves complex interactions with phonology, morphology, and meaning throughout development. Even young children seek to make their visual word recognition strategies linguistically coherent. Orthographic knowledge gained through spelling affects reading, and vice versa. Developmental data support Frost's claim that letter-coding flexibility reflects the optimization of encoding resources in a highly developed system.

The central thesis of our target article is that feedback is never necessary in spoken word recognition. In this response we begin by clarifying some terminological issues that have led to a number of misunderstandings. We provide some new arguments that the feedforward model Merge is indeed more parsimonious than the interactive alternatives, and that it provides a more convincing account of the data than alternative models. Finally, we extend the arguments to deal with new issues raised by the commentators such as infant speech perception and neural architecture.

Mitchell et al. contemplate the possibility of rats being capable of propositional reasoning. We suggest that this is an unlikely and unsubstantiated possibility. Nonhuman animals and human infants do learn about the contingencies in the world; however, such learning seems not to be based on propositional reasoning, but on more elementary associative processes.

This commentary highlights the importance of attending to the sociocultural contexts that foster essentialist ideas. It contends that Cimpian & Salomon's (C&S's) model undervalues the extent to which the development of essentialist beliefs is contingent on social experience. The result is a restriction of the model's applicability to real-world instances of essentialism-fuelled prejudice and discrimination.

The analysis offered by Dixon et al. fails to acknowledge that the attitudes that drive prejudice are attitudes that are constructed in particular contexts. These attitudes (e.g., toward men as childcare workers) can diverge strongly from attitudes toward the group in general. Social change is thus best achieved through challenging the requirements of roles and by changing group stereotypes.

Bayesian Rationality (Oaksford & Chater 2007) illustrates the strengths of Bayesian models of cognition: the systematicity of rational explanations, transparent assumptions about human learners, and combining structured symbolic representation with statistics. However, the book also highlights some of the challenges this approach faces: of providing psychological mechanisms, explaining the origins of the knowledge that guides human learning, and accounting for how people make genuinely new discoveries.

if language is crucial to the development of shared colour categories, how might cultural constraints influence the development of divergent category sets? we propose that communities arrive at different sets of categories because the tendency to group by perceptual similarity interacts with environmental factors (differential access to dying and printing technologies), to make different systems optimal for communication in different situations.

As fundamental researchers in the neuroethology of efference copy, we were stimulated by Grush's bold and original synthesis. In the following critique, we draw attention to ways in which it might be tested in the future, we point out an avoidable conceptual error concerning emulation that Grush seems to share with other workers in the field, and we raise questions about the neural correlates of Grush's schemata that might be probed by neurophysiologists.

Colman proposes that the domain of interpersonal choice requires an alternative and nonindividualistic conception of rationality. However, the anomalies he catalogues can be accounted for with less radical departures from orthodox rational choice theory. In particular, we emphasize the need for descriptive and prescriptive rationality to incorporate recursive interplay between one's own choices and one's expectation regarding others' choices.

I agree with Thomas & Karmiloff-Smith (T&K-S) in their critique of Residual Normality. However, first-person data must be integrated into their account of neurobiological development of disabilities. Furthermore, psychological development itself is not only about an individual’ brain and how it interacts with the world; rather, development depends crucially on the sociocultural context in which (normal and abnormal) children develop.

The data presented in the target article make a persuasive case for the notion that there is a fundamental limit on short term memory (STM) of about four items. Two possible means of further testing this claim are suggested and data regarding scene coherence and memory capacity for ordered information are reviewed.

Firestone & Scholl (F&S) examine, among other possible cognitive influences on perception, the effects of peripheral attention and conclude that these effects do not entail cognition directly affecting perception. Studies in neuroscience with other forms of attention, however, suggest that a stage of vision, namely late vision, is cognitively penetrated mainly through the effects of cognitively driven spatial and object-centered attention.