Knowledge embedded in process: the self-organization of skilled noun learning
Version of Record online: 30 JAN 2008
© 2008 The Authors.
Volume 11, Issue 2, pages 195–203, March 2008
How to Cite
Colunga, E. and Smith, L. B. (2008), Knowledge embedded in process: the self-organization of skilled noun learning. Developmental Science, 11: 195–203. doi: 10.1111/j.1467-7687.2007.00665.x
- Issue online: 30 JAN 2008
- Version of Record online: 30 JAN 2008
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.