Cognitive development: foundational theories of core domains.

By Henry Wellman, Susan A. Gelman. 1992

Subfields: Cognitive Science & Psychology

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In Cognitive Science & Psychology

Citations in the corpus

Unmasking Clever Hans predictors and assessing what machines really learn (2019, background): “A major difference between machine and human learning is that humans (even infants) are equipped with a “start-up” software [62, 63] consisting of a priori representation about objects and physics [64,65] and about other agents [66,67].”
Learning physics from dynamical scenes (2014, background): “1 (iii) Definition statements in Church, capturing the notions shown in the middle column with a probabilistic programming language. represents general framework knowledge (Wellman & Gelman, 1992) and expectations about physical domains.”
Bayesian models of cognition (2008, background): “This prior knowledge can be usefully described in terms of intuitive domain theories (Carey, 1985; Wellman & Gelman, 1992; Gopnik & Meltzoﬀ, 1997), systems of abstract concepts and principles that specify the kinds of entities that can exist in a domain, their properties and possible states, and…”
Coherence versus fragmentation in the development of the concept of force (2004, background): “For some, the central theoretically explanatory idea is “concepts” ( Carey, 1999), while others locate the persistence of na¨ ove conceptions at different levels, in “theories” (Gopnik & Wellman, 1994; Wellman & Gelman, 1992 ) or “ontologies” (Chi, 1992).”
Cognitive development in deaf children: the interface of language and perception in neuropsychology (2002, background): “How might this pattern of cognitive strengths and weaknesses relate to the development of reasoning skills? Does childhood deafness impede the development of abstract and logical thought? The framework for this question has changed over time reflecting the theoretical shift that has occurred in deve”
Intuitive theories as grammars for causal inference (2007, background): “These levels of abstraction correspond roughly to the notions of “specific theories” and “framework theories” introduced by Wellman and Gelman (1992), but we expect there will typically be multiple levels of increasingly abstract, broad-coverage framework-like causal knowledge.”
On the Systematicity of Probing Contextualized Word Representations: The Case of Hypernymy in BERT (2020, background): “Hierarchical representations of concepts play a central role in reasoning and understanding natural language (Wellman and Gelman, 1992).”
Subject Knowledge in Early Childhood Curriculum and Pedagogy: Beliefs and Practices (2005, background): “Research supports the notion of children moving from novice to expert in different domain (i.e. coherent subject) areas and emphasises the importance of constructing new knowledge based on existing knowledge (Wellman & Gelman, 1992, 1998; Inagaki & Hatano, 2002).”