Learning and the Infant Mind

Nonfiction, Health & Well Being, Psychology, Developmental Psychology
Cover of the book Learning and the Infant Mind by , Oxford University Press
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9780190293819
Publisher: Oxford University Press Publication: September 8, 2008
Imprint: Oxford University Press Language: English
Author:
ISBN: 9780190293819
Publisher: Oxford University Press
Publication: September 8, 2008
Imprint: Oxford University Press
Language: English

When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge. Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge. These authors have begun to consider whether and how the products of learning "go beyond" the input in several senses. As a result, several converging trends emerge across Whese diverse points of view. These authors have begun to investigate whether infants derive relatively abstract representations from experience, as well as the extent to which infants generalize information learned in one context to a new context. They have also begun to investigate the extent to which learning is generative, constraining and informing subsequent learning.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge. Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge. These authors have begun to consider whether and how the products of learning "go beyond" the input in several senses. As a result, several converging trends emerge across Whese diverse points of view. These authors have begun to investigate whether infants derive relatively abstract representations from experience, as well as the extent to which infants generalize information learned in one context to a new context. They have also begun to investigate the extent to which learning is generative, constraining and informing subsequent learning.

More books from Oxford University Press

Cover of the book Richard Baxter and the Mechanical Philosophers by
Cover of the book The Old Testament: A Very Short Introduction by
Cover of the book Religious Pluralism, Globalization, and World Politics by
Cover of the book Afterwar by
Cover of the book Foundations for Clinical Neurology by
Cover of the book The Animal in Ottoman Egypt by
Cover of the book Sectarianism in Iraq by
Cover of the book Figuratively Speaking by
Cover of the book Pride and Prejudice - With Audio Level 6 Oxford Bookworms Library by
Cover of the book Computers, Phones, and the Internet by
Cover of the book English Vocabulary Elements by
Cover of the book The Land Looks After Us by
Cover of the book The Heart of Religion by
Cover of the book Kodály in the First Grade Classroom by
Cover of the book Transatlantic Television Drama by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy