Abstract
This article provides a synthesis and overview of a theory of cognitive development, rational constructivism. The basic tenets of this view are as follows: (a) Initial state: Human infants begin life with a set of proto-conceptual primitives. These early representations are not in the format of a language of thought. (b) Mature state: Human adults represent the world in terms of a set of domain-specific intuitive theories. (c) Three types of mechanisms account for learning, development, and conceptual change: language and symbol learning, Bayesian inductive learning, and constructive thinking. (d) The child is an active learner, and cognitive agency is part and parcel of development. I will discuss each of these tenets, and provide an overview of the kind of empirical evidence that supports this view. This is a non-Piagetian view though it is in the spirit of constructivist theories of development; this view emphasizes the utility of formal computational models in understanding learning and developmental change. Lastly, this view also has implications for the study of philosophy of mind and epistemology. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
