Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.
Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.
Trends Cogn Sci. 2020 Nov;24(11):900-915. doi: 10.1016/j.tics.2020.07.005. Epub 2020 Oct 1.
The scope of human learning and development poses a radical challenge for cognitive science. We propose that developmental theories can address this challenge by adopting perspectives from computer science. Many of our best models treat learning as analogous to computer programming because symbolic programs provide the most compelling account of sophisticated mental representations. We specifically propose that children's learning is analogous to a particular style of programming called hacking, making code better along many dimensions through an open-ended set of goals and activities. By contrast to existing theories, which depend primarily on local search and simple metrics, this view highlights the many features of good mental representations and the multiple complementary processes children use to create them.
人类学习和发展的范围对认知科学提出了根本性的挑战。我们提出，发展理论可以通过采用计算机科学的观点来应对这一挑战。我们最好的许多模型都将学习视为类似于计算机编程，因为符号程序为复杂的心理表征提供了最有说服力的解释。我们特别提出，儿童的学习类似于一种称为黑客攻击的特殊编程风格，通过一系列无限制的目标和活动，在许多方面使代码变得更好。与主要依赖于局部搜索和简单度量的现有理论相比，这种观点突出了良好心理表征的许多特征以及儿童用来创建这些特征的多种互补过程。
