By David Barner
We collect strategies corresponding to "atom," "force," "integer," and "democracy" lengthy once we are born; those options usually are not a part of the preliminary cognitive kingdom of people. different thoughts like "object," "cause," or "agent" could be current early in infancy--if no longer innately. strategies of swap happen all through our conceptual improvement, which activates key questions: Which human strategies represent innate, middle wisdom? How do people collect new ideas, and the way do those recommendations switch in development?
Core wisdom and Conceptual Change presents a special theoretical and empirical creation to the learn of conceptual improvement, documenting key advances in case stories, together with ground-breaking technological know-how on human representations of language, gadgets, quantity, occasions, colour, house, time, ideals, and wishes. also, it explores how people interact in ethical reasoning and causal rationalization: Are people born sturdy and tainted by way of a less than excellent international, or will we have to educate little ones to be ethical? may well an idea like "freedom" be woven into the human soul, or is it a ancient invention, built over generations of people? Written by way of an eminent checklist of participants well known in baby improvement and cognitive technological know-how, this ebook delves broadly, and deeply, into the cognitive instruments to be had at delivery which are repurposed, mixed, and remodeled to advanced, summary grownup conceptual representations, and will be of curiosity to developmental psychologists, linguists, philosophers, and scholars of cognitive science.
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Extra resources for Core knowledge and conceptual change
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Cognition, 69(1), 1–34. Woodward, A. L. (2003). Infants’ use of action knowledge to get a grasp on words. In D. G. Hall and S. R. ). Weaving a lexicon (pp. 149–172). Cambridge, MA: MIT Press. Wynn, K. (1990). Children’s understanding of counting. Cognition, 36(2), 155-193. Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358(6389), 749–750. , & Carey, S. (1996). Infants’ metaphysics: The case of numerical identity. Cognitive Psychology, 30, 111–153. Xu, F. (1997). From Lot’s wife to a pillar of salt: Evidence that physical object is a sortal concept.
If intuitive theories are at the foundation of conceptual development and children progress from Theory 1 to Theory 2—theories that have distinct causally central concepts—much like scientists, then we need an account of conceptual change that goes beyond mere hypothesis testing (see Carey, 1985, 2009; Gopnik & Meltzoff, 1997, for reviews and explications). Caveats and Open Questions Some caveats are in order and many open questions remain. First, although it is very important to characterize the initial state, understanding learning in Bayesian terms does not depend on it.
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