Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.
Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.
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DOI：
10.1037/a0028044
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发表时间：
2012-11
影响因子：
22.4
通讯作者：
Wellman, Henry M.
中科院分区：
文献类型：
--
作者：
Gopnik, Alison;Wellman, Henry M.
我们提出了一个基于概率的因果模型和贝叶斯学习的“理论”的新版本。更抽象的框架理论。相关的经验结果支持这些想法。在16个月至4岁的儿童中，包括有关因果统计学习的研究，通过游戏进行非正式实验以及模仿和非正式教育学还包括对直觉理论的变异性和渐进性的研究，尤其是心理和心理和社会领域。
We propose a new version of the “theory theory” grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and non-technical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists.
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影响因子：
2.1
作者：
Amsterlaw, Jennifer;Wellman, Henry M.
通讯作者：
Wellman, Henry M.
影响因子：
1.8
作者：
CALLANAN, MA;OAKES, LM
通讯作者：
OAKES, LM
影响因子：
8.2
作者：
Dewar, Kathryn M.;Xu, Fei
通讯作者：
Xu, Fei
影响因子：
4
作者：
Casasola, M
通讯作者：
Casasola, M
影响因子：
5.4
作者：
ESTES, WK
通讯作者：
ESTES, WK