The scientist in the crib : minds, brains, and how children learn

By Alison Gopnik, Andrew N. Meltzoff, Patricia K. Kuhl. 1999

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Citations in the corpus

Continual Lifelong Learning with Neural Networks: A Review (2018, background): “Infants seem to select experiences that maximize an intrinsic learning reward through an empirical process of exploration (Gopnik et al. 1999).”
COBRA: Data-Efficient Model-Based RL through Unsupervised Object Discovery and Curiosity-Driven Exploration (2019, background): “Drawing inspiration from self-supervised “play” in human development (Gopnik et al., 1999; Settles, 2011), we introduce an agent that learns object-centric representations of its environment without supervision and subsequently harnesses these to learn policies eﬃciency and robustly.”
Learning to Poke by Poking: Experiential Learning of Intuitive Physics (2016, background): “the same mechanism. In human development, it is well known that infants spend years worth of time playing with objects in a seemingly random manner with no speciﬁc end goal (Smith & Gasser, 2005; Gopnik et al., 1999). One hypothesis is that infants distill this experience into intuitive physics ”
Continual Learning for Robotics (2019, background): “This is generally done by a reward function that defines credit assignment Minsky (1961), or it can also be defined internally by more abstract rules such as self-supervision (Gopnik et al., 2001; Smith and Gasser, 2005), intrinsic motivation or curiosity (Oudeyer et al.”
Learning to Play with Intrinsically-Motivated Self-Aware Agents (2018, background): “In short, young children are excellent at playing — “scientists in the crib” [13] who create, intentionally, events that are new, informative, and exciting to them [9, 42].”
Tell me why! Explanations support learning relational and causal structure (2021, background): “Causality: Humans focus on causal structure, even as children (Gopnik et al., 1999; Gopnik & Sobel, 2000), and our causal understanding is closely linked to explanations (Lombrozo & Vasilyeva, 2017).”
Deep Nets: What have They Ever Done for Vision? (2018, unknown): “tions for phenomena (Gopnik et al., 1999).”
Developing elementary science skills: Instructional effectiveness and path independence (2008, background): “Indeed, that question is highly controversial—especially in the area of science instruction (Hake, 2005; Kirschner, Sweller, & Clark, 2006). Thus it is important to examine the effects of different types of CVS instruction on different measures of learning (number of learners and robustness of their”
Tell me why! - Explanations support learning of relational and causal structure (2021, background): “Causality: Humans focus on causal structure, even as children (Gopnik et al., 1999; Gopnik and Sobel, 2000), and our causal understanding is closely linked to explanations (Lombrozo and Vasilyeva, 2017).”
The Oxford handbook of thinking and reasoning (2012, background): “Tweney and his colleagues provide an excellent overview of this phenomenon in their classic monograph On Scientific Thinking (1981). The precise reasons for this type of block are still widely debated.”
‘I know I'm a good mom’: Young, low-income mothers’ experiences with risk perception, intensive parenting ideology and parenting education programmes (2012, unknown): “…above what average North American children normally received, resulted in smarter children, an emphasis on child cognitive development took hold and governments, corporations and foundations invested heavily in programmes with this aim (Harris 1998, Bruer 1999, Gopnik et al. 1999, Wall 2004, 2010).”
Mathematics Education and Neurosciences: Relating Spatial Structures to the Development of Spatial Sense and Number Sense (2007, background): “Certain parallels are also drawn between children, scientists and poets who resemble one another in their sense of wonder and in the intense way in which they experience the world (Gopnik et al., 1999).”
Curious Representation Learning for Embodied Intelligence (2021, background): “By playing with toys, through actions such as pushing, grasping, sucking, or prodding, infants are able to obtain experiences of texture, material, and physics [19].”