Knowledge Embedded in Process: The Self-Organization of Skilled Noun Learning

Autor/inn/en	Colunga, Eliana; Smith, Linda B.
Titel	Knowledge Embedded in Process: The Self-Organization of Skilled Noun Learning
Quelle	In: Developmental Science, 11 (2008) 2, S.195-203 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2007.00665.x
Schlagwörter	Nouns; Cognitive Psychology; Cognitive Development; Knowledge Level; Skill Development; Young Children; Cognitive Processes; Attention; Novelty (Stimulus Dimension); Developmental Stages + Suchen Sie Ihr Suchwort? Kognitive Psychologie; Kognitive Entwicklung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Frühe Kindheit; Cognitive process; Kognitiver Prozess; Aufmerksamkeit
Abstract	Young children's skilled generalization of newly learned nouns to new instances has become the battleground for two very different approaches to cognition. This debate is a proxy for a larger dispute in cognitive science and cognitive development: cognition as rule-like amodal propositions, on the one hand, or as embodied, modal, and dynamic processes on the other. After a brief consideration of this theoretical backdrop, we turn to the specific task set before us: an overview of the Attentional Learning Account (ALA) of children's novel noun generalizations, the constrained set of experimental results to be explained, and our explanation of them. We conclude with a consideration of what all of this implies for a theory of cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10