Reflecting the focus of a Jean Piaget Symposium entitled "Biology and Knowledge: Structural Constraints on Development," this volume presents many of the emergent themes discussed. Among them:
* Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis.
* To postulate innate knowledge is not to deny that humans can acquire new concepts.
* It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-specific mechanisms.
* The problems of induction with respect to concept acquisition are even harder than originally thought.
|Biological Contributions to Cognition||p. 1|
|Lessons from Animal Learning for the Study of Cognitive Development||p. 3|
|The Instinct to Learn||p. 37|
|Neuropsychological Insights into the Meaning of Object Concept Development||p. 67|
|Contrasting Conceptions of the Critical Period for Language||p. 111|
|Innate Knowledge and Beyond||p. 131|
|Physical Knowledge in Infancy: Reflections on Piaget's Theory||p. 133|
|Beyond Modularity: Innate Constraints and Developmental Change||p. 171|
|Constraining Nativist Inferences About Cognitive Capacities||p. 199|
|The Emergence of Theoretical Beliefs as Constraints on Concepts||p. 237|
|Knowledge Acquisition: Enrichment or Conceptual Change?||p. 257|
|Epigenetic Foundations of Knowledge Structures: Initial and Transcendent Constructions||p. 293|
|Author Index||p. 323|
|Subject Index||p. 331|
|Table of Contents provided by Publisher. All Rights Reserved.|
Series: Jean Piaget Symposia Series
Number Of Pages: 360
Published: 13th May 1991
Dimensions (cm): 22.9 x 15.2 x 2.7
Weight (kg): 0.725