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The progression of cognitive development in children, with stages corresponding to different modules, is presented as evidence for modularity. Critics, however, argue that development may be more continuous and less module-specific than modular theories suggest.

Proponents argue that the existence of modules evolved to handle specific tasks (like language or face recognition) supports modularity. However, some suggest that these modules may not be as distinct and may have evolved to serve multiple functions.

Evidence of localized brain functions (like Broca's and Wernicke's areas for language) supports modularity. Yet, neuroplasticity challenges strict modularity by showing how different brain areas can take over functions if necessary.

Critical periods for acquiring certain cognitive abilities suggest modularity, as they may indicate that specific modules develop at specific times. However, the critical period concept is debated, with some evidence showing that learning can occur outside these periods.

Proponents of modularity argue that modules are the result of evolutionary pressures for efficient cognitive processes. However, the complexity of brain evolution is a counter-argument that suggests a more integrative and adaptable system.

This hypothesis claims that the mind consists almost entirely of modules. Critics, however, question the flexibility and adaptability of such a highly modular mind, especially in the face of novel or complex tasks.

The mind's modularity suggests that the mind is composed of distinct, specialized modules, each responsible for different functions. Critiques argue that this perspective may oversimplify cognitive processes and ignore the potential for overlap and interaction between modules.