The Child as Hacker.
The Child as Hacker.
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DOI：
10.1016/j.tics.2020.07.005
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发表时间：
2020-11
影响因子：
19.9
通讯作者：
Piantadosi ST
中科院分区：
文献类型：
--
作者：
Rule JS;Tenenbaum JB;Piantadosi ST
人类学习和发展的范围对认知科学提出了根本性的挑战。我们认为，发展理论可以通过采用计算机科学的观点来应对这一挑战。我们的许多最好的模型将学习视为类似于计算机编程，因为符号程序提供了对复杂心理表征的最令人信服的描述。我们特别提出，儿童的学习类似于一种特殊的编程风格，称为黑客--通过一套开放的目标和活动，在许多方面让代码变得更好。与主要依赖于局部搜索和简单度量的现有理论不同，这一观点强调了良好的心理表征的许多特征，以及儿童用来创造它们的多个互补过程。
The scope of human learning and development poses a radical challenge for cognitive science. We propose that developmental theories can address this challenge by adopting perspectives from computer science. Many of our best models treat learning as analogous to computer programming because symbolic programs provide the most compelling account of sophisticated mental representations. We specifically propose that children’s learning is similar to a particular style of programming called hacking—making code better along many dimensions through an open-ended set of goals and activities. In contrast to existing theories which depend primarily on local search and simple metrics, this view highlights the many features of good mental representations and the multiple complementary processes children use to create them.
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