Bonzon Pierre
University of Lausanne, Faculty of Economics, Dept of Information Systems, CH.
J Cogn. 2023 Jan 12;6(1):6. doi: 10.5334/joc.249. eCollection 2023.
According to the associative theory of learning, reactive behaviors described by stimulus-response pairs result in the progressive wiring of a plastic brain. In contrast, flexible behaviors are supposedly driven by neurologically grounded mental states that involve computations on informational contents. These theories appear complementary, but are generally opposed to each other. The former is favored by neuro-scientists who explore the low-level biological processes supporting cognition, and the later by cognitive psychologists who look for higher-level structures. This situation can be clarified through an analysis that independently defines abstract neurological and informational functionalities, and then relate them through a virtual interface. This framework is validated through a modeling of the first stage of Piaget's cognitive development theory, whose reported end experiments demonstrate the emergence of mental representations of object displacements. The neural correlates grounding this emergence are given in the isomorphic format of an . As a child's exploration of the world progresses, his mental models will eventually include representations of space, time and causality. Only then epistemological concepts, such as , will give rise to higher level mental representations in a possibly richer propositional format. This raises the question of which additional neurological functionalities, if any, would be required in order to include these extensions into a comprehensive grounded model. We relay previously expressed views, which in summary hypothesize that the has evolved from , to suggest that the functionality of could well provide the sufficient means for grounding cognitive capacities.
根据学习的联想理论，由刺激 - 反应对所描述的反应性行为会导致可塑性大脑的渐进式神经连接。相比之下，灵活行为据推测是由基于神经学的心理状态驱动的，这些心理状态涉及对信息内容的计算。这些理论看似互补，但通常相互对立。前者受到探索支持认知的低级生物过程的神经科学家的青睐，而后者则受到寻找高级结构的认知心理学家的青睐。这种情况可以通过一种分析来阐明，该分析独立定义抽象的神经学和信息功能，然后通过一个虚拟接口将它们联系起来。这个框架通过对皮亚杰认知发展理论第一阶段的建模得到验证，该理论报告的最终实验证明了物体位移心理表征的出现。支撑这种出现的神经关联以同构格式给出。随着儿童对世界的探索不断深入，他的心理模型最终将包括空间、时间和因果关系的表征。只有到那时，诸如等认识论概念才会以可能更丰富的命题格式产生更高层次的心理表征。这就提出了一个问题，即如果需要的话，为了将这些扩展纳入一个全面的基础模型，还需要哪些额外的神经功能。我们转述之前表达的观点，这些观点总体上假设已经从进化而来，以表明的功能很可能为奠定认知能力提供充分的手段。
