Role of Learning in Cognitive Development
Role of Learning in Cognitive Development
复制标题
学习在认知发展中的作用
DOI：
10.1002/0471214426.pas0310
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发表时间：
2002
影响因子：
--
通讯作者：
J. Lucariello
中科院分区：
文献类型：
--
作者：
R. Gelman;J. Lucariello
在本章中，我们将回顾发展和学习之间的区别，说明为什么先天的东西和后天习得的东西不能被视为相互排斥的范畴。对认知发展至关重要的学习是由特定领域的骨架结构驱动的，这些骨架结构寻求相关的输入，并组织和结构化经验所揭示的内容。不同的领域由不同的原则集定义，指定不同类型实体之间的关系。社会性的领域是由偶然性、能动性、心理状态、情感评价和适应性原则构成的。这些原则适用于社会交往中的人。这种骨架结构组织了社会理解的获得。特别注意这个领域，因为在这个领域的结构化学习的帐户是从头开始。
我们将社会领域的学习与其他两个领域的学习进行了对比：数字领域和因果关系领域。数字域是由算术运算（加法、减法和排序）和非语言计数的原理构成的。这些原则组织注意和学习的口头计数和基本算术。因果领域的中心原则是区分有生命的因果关系和无生命的因果关系。这些原则组织学习有关运动，相互作用和物体在有生命和无生命领域的转换的性质的事实。
保留字：
结社主义者;
观念转变;
概念结构;
联结主义;
建构主义;
连续性;
核心一致;
核心不一致;
反脚本;
不连续性;
特定领域;
优先领域的早期概念学习;
表生作用;
本质主义;
信息处理;
先天的;
后来在特权领域学习;
学习工具;
天真的理论;
新手-专家区别;
婴儿优先观察法;
有理数;
理性建构主义;
相关数据;
相关的学习路径;
脚本;
骨架结构（特权域）;
继承人原则;
心理理论;
writing，drawing，notations，technology
In this chapter, we review the distinction between development and learning, showing why what is innate and what is learned cannot be treated as mutually exclusive categories. The learning that is essential to cognitive development is driven by domain-specific skeletal structures, which seek relevant inputs and organize and structure what is revealed by experience. Different domains are defined by different sets of principles, specifying relations between different kinds of entities. The domain of sociality is structured by the principles of contingency, agency, mental states, emotional evaluation, and fittingness. These principles apply to persons in social interactions. This skeletal structure organizes the acquisition of social understanding. Special attention is given to this domain, because the account of structured learning in this domain is given de novo here.
We contrast learning in the social domain with learning in two other domains: the domain of number and the domain of causality. The numerical domain is structured by arithmetic operations (addition, subtraction, and ordination) and by the principles of nonverbal counting. These principles organize attention to and the learning of verbal counting and basic arithmetic. The central principle in the causal domain is the distinction between animate and inanimate causality. These principles organize the learning of facts about the nature of movements, interactions, and transformations of objects in the animate and inanimate spheres.
Keywords:
associationist;
conceptual change;
conceptual structure;
connectionism;
constructivism;
continuity;
core-consistent;
core-inconsistent;
counter-scripts;
discontinuity;
domain-specific;
early concept learning in privileged domains;
epigenesis;
essentialism;
information processing;
innate;
later learning in privileged domains;
learning tools;
Naive Theories;
novice-expert distinction;
preferential looking method in infants;
rational number;
rational-constructivism;
relevant data;
relevant learning paths;
scripts;
skeletal structures (privileged domains);
successor principle;
Theory of Mind;
writing, drawing, notations, technology
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影响因子：
4.6
作者：
Angeline S. Lillard;J. Flavell
通讯作者：
Angeline S. Lillard;J. Flavell
影响因子：
5.4
作者：
SPELKE, ES;BREINLINGER, K;JACOBSON, K
通讯作者：
JACOBSON, K
影响因子：
3.7
作者：
Mather, M;Johnson, MK
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Johnson, MK
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4.6
作者：
Cutting, AL;Dunn, J
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Dunn, J