Knowledge embedded in process: the self-organization of skilled noun learning
Knowledge embedded in process: the self-organization of skilled noun learning
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DOI：
10.1111/j.1467-7687.2007.00665.x
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发表时间：
2008-03-01
影响因子：
3.7
通讯作者：
Smith, Linda B.
中科院分区：
文献类型：
--
作者：
Colunga, Eliana;Smith, Linda B.
幼儿熟练地将新学的名词概括为新的实例，这已经成为两种截然不同的认知方法的战场。这场辩论代表了认知科学和认知发展中的一场更大的争论：一方面，认知是规则状的非模态命题，另一方面是体现的、情态的和动态的过程。在简要考虑了这一理论背景之后，我们转向摆在我们面前的具体任务：儿童小说名词泛化的注意学习账户(ALA)概述，需要解释的一组受限的实验结果，以及我们对它们的解释。最后，我们考虑了所有这些对于认知发展理论的意义。
Young children's skilled generalization of newly learned nouns to new instances has become the battleground for two very different approaches to cognition. This debate is a proxy for a larger dispute in cognitive science and cognitive development: cognition as rule-like amodal propositions, on the one hand, or as embodied, modal, and dynamic processes on the other. After a brief consideration of this theoretical backdrop, we turn to the specific task set before us: an overview of the Attentional Learning Account (ALA) of children's novel noun generalizations, the constrained set of experimental results to be explained, and our explanation of them. We conclude with a consideration of what all of this implies for a theory of cognitive development.