Nativist perspective on learning conceptual knowledge

Created by: Mp13001
Created on: 20-02-20 19:11


	Nativist perspective on learning conceptual knowledge
	Advantages Evidence of core knowledge: cohesion Evidence of core knowledge: continuity Evidence of core action knowledge Evidence of core number knowledge Evidence of core geometrical knowledge	Disadvantages What is really innate? Not clear how perceptual experience shapes innate categories We don't know how innate concepts have evolved
	Evaluation Children do look longer at 'broken' test trials over 'complete' test trials by 72 hours of age suggesting that they have the core knowledge that things that move together are part of the same object. In addition, infants look longer at impossible events e.g. are surprised when a car seems to move through an obstruction suggesting that they have core knowledge that objects cannot move through each other. Children will imitate button pushing with the forehead if the adult's hands are free but if they are occupied the infants will use their hands. This suggests that they understand efficiency / goal directedness. Infants who hear more sounds will look at displays with more objects. However, there is no way to measure what actually is innate. In addition, we don't know the function of innate concepts or how they help us. Why would they emerge and how do they emerge?

Nativist perspective on learning conceptual knowledge

Advantages

Evidence of core knowledge: cohesion
Evidence of core knowledge: continuity
Evidence of core action knowledge
Evidence of core number knowledge
Evidence of core geometrical knowledge

Disadvantages

What is really innate?
Not clear how perceptual experience shapes innate categories
We don't know how innate concepts have evolved

Evaluation

Children do look longer at 'broken' test trials over 'complete' test trials by 72 hours of age suggesting that they have the core knowledge that things that move together are part of the same object. In addition, infants look longer at impossible events e.g. are surprised when a car seems to move through an obstruction suggesting that they have core knowledge that objects cannot move through each other. Children will imitate button pushing with the forehead if the adult's hands are free but if they are occupied the infants will use their hands. This suggests that they understand efficiency / goal directedness. Infants who hear more sounds will look at displays with more objects. However, there is no way to measure what actually is innate. In addition, we don't know the function of innate concepts or how they help us. Why would they emerge and how do they emerge?

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Nativist perspective on learning conceptual knowledge