The origins of inquiry: inductive inference and exploration in early childhood.

By Laura Schulz. 2012

211 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Cognitive Science & Psychology

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Citations in the corpus

What can the brain teach us about building artificial intelligence? (2016, background): “ve development, and learning in a saltatory fashion (rather than through gradual adaptation) is characteristic of aspects of human intelligence, including discovery and insight during development (L. Schulz, 2012), problem-solving (Sternberg & Davidson, 1995), and epoch-making discoveries in sci”
Visually Indicated Sounds (2015, background): “We take inspiration from the way infants explore the physical properties of a scene by poking and prodding at the objects in front of them [36, 3], a process that may help them learn an intuitive theory of physics [3].”
Finding new facts; thinking new thoughts. (2012, background): “So far, so good, and numerous empirical studies attest to the fact that children selectively explore when confronted either with theory-violating evidence (Bonawitz, van Schijndel, Friel, & Schulz, 2012) or with evidence that is confounded (Schulz & Bonawitz, 2007).”
Intuitive Theories (2020, background): “Most of the empirical support for the Heiderian view of man (or child) as intuitive theorist comes from developmental psychology (e.g. Gopnik et al., 2004; Gweon & Schulz, 2011; Schulz, 2012; for reviews, see Flavell, 1999; Saxe, Carey, & Kanwisher, 2004).”
On the nature and origin of intuitive theories : learning, physics and psychology (2015, background): “Children even construct and revise these intuitive theories using many of the same practices that scientists do [152]: searching for theories that best explain the data observed, trying to make sense of anomalies, exploring further and even designing new experiments that could produce informative da”
Building Machines that Learn and Think Like People (2018, methodology): “Schulz (2012) has suggested that abstract structural properties of problems contain information about the abstract forms of their solutions.”
Constraints on Hypothesis Selection in Causal Learning (2015, background): “The last fifteen years have produced a spate of research highlighting the kinds of epistemic practices that allow children to effectively navigate their complex world (see Gopnik & Wellman, 2012; Schulz, 2012b; Tenenbaum et al., 2011, for reviews.).”