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- Publisher
- Wiley
- Copyright
- Copyright © 2007 Wiley Subscription Services, Inc., A Wiley Company
- ISSN
- 1363-755X
- eISSN
- 1467-7687
- DOI
- 10.1111/j.1467-7687.2007.00584.x
- pmid
- 17444969
- Publisher site
- See Article on Publisher Site
Abstract
Introduction Over the past 30 years we have discovered an enormous amount about what children know and when they know it. But the real question for developmental cognitive science is not so much what children know, when they know it or even whether they learn it. The real question is how they learn it and why they get it right. Developmental ‘theory theorists’ (e.g. Carey, 1985 ; Gopnik & Meltzoff, 1997 ; Wellman & Gelman, 1998 ) have suggested that children's learning mechanisms are analogous to scientific theory‐formation. However, what we really need is a more precise computational specification of the mechanisms that underlie both types of learning, in cognitive development and scientific discovery. The most familiar candidates for learning mechanisms in developmental psychology have been variants of associationism, either the mechanisms of classical and operant conditioning in behaviorist theories (e.g. Rescorla & Wagner, 1972 ) or more recently, connectionist models (e.g. Rumelhart & McClelland, 1986 ; Elman, Bates, Johnson & Karmiloff‐Smith, 1996 ; Shultz, 2003 ; Rogers & McClelland, 2004 ). Such theories have had difficulty explaining how apparently rich, complex, abstract, rule‐governed representations, such as we see in everyday theories, could be derived from evidence. Typically,
Journal
Developmental Science – Wiley
Published: May 1, 2007