New Approaches to Infant Learning and Cognition

描述（由申请人提供）：本次会议的总体目标是汇集来自不同领域的研究人员在婴儿学习和婴儿认知的研究，以走向学习在婴儿认知发展中的作用更普遍的理解。最近关于婴儿认知的许多研究都集中在婴儿在发育的不同阶段似乎知道什么，但花在调查这些知识如何发展的问题上的时间较少。最近的工作对婴儿的学习在许多领域提供了一个Vantage的位置，从解决这个差距，从而解决了一些悬而未决的问题，婴儿的心灵的性质，包括学习的基本机制和概念结构的创建。 将邀请以下研究领域的领先研究人员参加本次会议：学习对象和动作，语言学习，类别学习，社会学习和支持学习的过程。一个由大约10名知名年轻研究人员组成的小组将被邀请发表演讲，介绍学习和认知如何在他们自己的工作中结合在一起。这些会谈将由一个由五名高级讨论者组成的小组进行讨论和综合。目标是为所有参与者提供学习认知之间联系的例子，然后他们可以应用到自己的研究中。一个新的婴儿认知综合，重点是学习将推动该领域过去的过时观念“先天或什么都没有”，目前弥漫在研究人员的思考认知的起源。

DESCRIPTION (provided by applicant): The overarching goal of this meeting is to bring together researchers from diverse areas in the study of infant learning and infant cognition in order to move toward a more general understanding of the role of learning in infant cognitive development. Much of recent work on infant cognition has focused on what infants seem to know at different points in development, but has spent less time investigating questions of how this knowledge develops. Recent work on infant learning across a number of domains offers a vantage point from which to address this gap, and thereby address a number of unresolved issues concerning the nature of the infant mind, including the underlying mechanisms of learning and the creation of conceptual structures. Leading researchers in the following areas of study will be invited to participate in this conference: Learning about Objects and Actions, Language Learning, Category Learning, Social Learning, and Processes Supporting Learning. A group of about ten high-profile younger researchers will be invited to give talks featuring how learning and cognition come together in their own work. These talks will be discussed and synthesized by a group of five senior discussants. The objectives are to provide all of the participants with examples of connections between learning cognition that they can then apply to their own research. A new synthesis of infant cognition that focuses on learning will push the field past the outdated notions of "nativism or nothing" that currently pervade researchers' thinking about the origins of cognition.