Basic and Applied Perspectives on Learning, Cognition, and Development

Basic and Applied Perspectives on Learning, Cognition, and Development

Basic and Applied Perspectives on Learning, Cognition, and Development

Basic and Applied Perspectives on Learning, Cognition, and Development

Synopsis

Although current views of cognitive development owe a great deal to Jean Piaget, this field has undergone profound change in the years since Piaget's death. This can be witnessed both in the influence connectionist and dynamical system models have exerted on theories of cognition and language, and in how basic work in cognitive development has begun to influence those who work in applied (e.g., educational) settings. This volume brings together an eclectic group of distinguished experts who collectively represent the full spectrum of basic to applied aspects of cognitive development.

This book begins with chapters on cognition and language that represent the current Zeitgeist in cognitive science approaches to cognitive development broadly defined. Following a brief commentary on this work, the next section turns to more applied issues. Although the focus here is on arithmetic learning, the research programs described have profound implications for virtually all aspects of education and learning. The last chapter views cognitive development from the perspective of ethology and evolutionary biology, and in so doing provides a theoretical perspective that is novel and in some ways, prescient: specifically, how can our views of cognition incorporate recent work in biology?

Excerpt

This volume represents the papers presented at the 28 Minnesota Symposium on Child Psychology, held in October 1993, at the University of Minnesota, Minneapolis. As has been true since the inception of the Minnesota Symposia series, the faculty of the Institute of Child Development invited an internationally renowned group of investigators to present their work and to consider problems of mutual concern.

The current volume is primarily concerned with basic and applied aspects of cognitive development. As students of this field are well aware, although our current views of cognitive development owe a great deal to Jean Piaget, this field has undergone profound change in the years since Piaget's death. This can be witnessed both by the influence connectionist and dynamical systems models have exerted on theories of cognition and language, and by how basic work in cognitive development has begun to influence those who work in applied (e.g., educational) settings. This volume brings together an eclectic group of distinguished experts who represent the full spectrum of basic to applied aspects of cognitive development.

The volume opens with chapters on cognition (by Linda Smith) and language (by Brian MacWhinney and Franklin Chang) that represent the current zeitgeist in cognitive science--dynamical systems and connectionist views of cognition. Smith considers the problem of learning biases, paying particular attention to shape bias. She argues that novel word interpretations are derived from selforganizing attentional processes that create learning biases as learning unfolds. MacWhinney and Chang describe their work with connectionist approaches to language learning. Using German as an example, the authors provide powerful models of lexical learning, inflectional morphology, and role assignment. Over-

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.