Department of Psychology.
Psychol Rev. 2019 Nov;126(6):841-864. doi: 10.1037/rev0000153. Epub 2019 Jun 10.
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).
本文提供了对认知发展理论——理性建构主义的综合概述。该观点的基本原理如下：(a)初始状态：人类婴儿从一组原始概念primitive 开始他们的生活。这些早期的表现形式不属于思维语言的格式。(b)成熟状态：人类成年人用一套特定领域的直觉理论来表示世界。(c)三种机制解释学习、发展和概念变化：语言和符号学习、贝叶斯归纳学习和建构性思维。(d)儿童是积极的学习者，认知能动性是发展的一部分。我将讨论这些原理中的每一个，并概述支持这一观点的实证证据。这是一种非皮亚杰的观点，但它符合发展建构主义理论的精神；这种观点强调了形式计算模型在理解学习和发展变化方面的效用。最后，这种观点也对心灵哲学和认识论的研究有影响。(PsycINFO 数据库记录(c)2019 APA，保留所有权利)。
