Milani Comparetti A
Ital J Neurol Sci. 1986 Apr;Suppl 5:95-100.
The complexity of the psycho-biological development of the individual in his surroundings is described according to the General Systems Theory. Biological data derived from the observation of fetal and neonatal motor development show that movement is a modular function and that genetic, epigenetic and learned repertoires of modules can be distinguished. A systemic hierarchy grows into a structure in which the mind appears to be a function of biological functions. The findings strongly support the notion of autonomous initiative in the individual who appears to be the protagonist of the building up of his personal identity and of his belonging to the world. The core of this individual autonomy and relationship with the human partners is described as "the secret". This creative autonomy is the drive for growth in the emotional and also in the cognitive dimensions. The child casts his taxonomic net on the surroundings. This net, allowing him to attain new contexts, is given initially by epigenetic paragons. Early cognitive development and learning are seen as the result of metaphoric freedom. In a systemic developmental model the qualitative gain due to the attainment of new acquisition contexts gives the phenomenon a punctate feature.
根据一般系统理论描述了个体在其周围环境中心理生物学发展的复杂性。从对胎儿和新生儿运动发育的观察中获得的生物学数据表明，运动是一种模块化功能，并且可以区分模块的遗传、表观遗传和习得库。一个系统层次发展成一种结构，其中心智似乎是生物学功能的一种功能。这些发现有力地支持了个体自主主动性的概念，个体似乎是构建其个人身份以及其与世界归属关系的主角。这种个体自主性及其与人类伙伴关系的核心被描述为“秘密”。这种创造性自主性是情感和认知维度中成长的驱动力。儿童将他的分类网投向周围环境。这张网使他能够获得新的情境，最初是由表观遗传典范赋予的。早期认知发展和学习被视为隐喻自由的结果。在一个系统发育模型中，由于获得新的习得情境而产生的质的提升赋予了这一现象点状特征。
