On the Interaction of Theory and Data in Concept Learning

Standard models of concept learning generally focus on deriving statistical properties of a category based on data (i.e., category members and the features that describe them) but fail to give appropriate weight to the contact between people's intuitive theories and these data. Two experiments explored the role of people's prior knowledge or intuitive theories on category learning by manipulating the labels associated with the category. Learning differed dramatically when categories of children's drawings were meaningfully labeled (e.g., “done by creative children”) compared to when they were labeled in a neutral manner. When categories are meaningfully labeled, people bring intuitive theories to the learning context. Learning then involves a process in which people search for evidence in the data that supports abstract features or hypotheses that have been activated by the intuitive theories. In contrast, when categories are labeled in a neutral manner, people search for simple features that distinguish one category from another. Importantly, the final study suggests that learning involves an interaction of people's intuitive theories with data, in which theories and data mutually influence each other. The results strongly suggest that straight-forward, relatively modular ways of incorporating prior knowledge into models of category learning are inadequate. More telling, the results suggest that standard models may have fundamental limitations. We outline a speculative model of learning in which the interaction of theory and data is tightly coupled. The article concludes by comparing the results to recent artificial intelligence systems that use prior knowledge during learning.     

Children’s scale errors are a natural consequence of learning to associate objects with actions: A computational model

Young children sometimes attempt an action on an object, which is inappropriate because of the object size—they make scale errors. Existing theories suggest that scale errors may result from immaturities in children's action planning system, which might be overpowered by increased complexity of object representations or developing teleofunctional bias. We used computational modelling to emulate children's learning to associate objects with actions and to select appropriate actions, given object shape and size. A computational Developmental Deep Model of Action and Naming (DDMAN) was built on the dual‐route theory of action selection, in which actions on objects are selected via a direct (nonsemantic or visual) route or an indirect (semantic) route. As in case of children, DDMAN produced scale errors: the number of errors was high at the beginning of training and decreased linearly but did not disappear completely. Inspection of emerging object–action associations revealed that these were coarsely organized by shape, hence leading DDMAN to initially select actions based on shape rather than size. With experience, DDMAN gradually learned to use size in addition to shape when selecting actions. Overall, our simulations demonstrate that children's scale errors are a natural consequence of learning to associate objects with actions.     

Do attitudes toward societal structure predict beliefs about free will and achievement? Evidence from the Indian caste system

Intuitive theories about the malleability of intellectual ability affect our motivation and achievement in life. But how are such theories shaped by the culture in which an individual is raised? We addressed this question by exploring how Indian children's and adults’ attitudes toward the Hindu caste system – and its deterministic worldview – are related to differences in their intuitive theories. Strikingly, we found that, beginning at least in middle school and continuing into adulthood, individuals who placed more importance on caste were more likely to adopt deterministic intuitive theories. We also found a developmental change in the scope of this relationship, such that in children, caste attitudes were linked only to abstract beliefs about personal freedom, but that by adulthood, caste attitudes were also linked to beliefs about the potential achievement of members of different castes, personal intellectual ability, and personality attributes. These results are the first to directly relate the societal structure in which a person is raised to the specific intuitive theories they adopt.     

Emotional Valence Precedes Semantic Maturation of Words: A Longitudinal Computational Study of Early Verbal Emotional Anchoring

We present a longitudinal computational study on the connection between emotional and amodal word representations from a developmental perspective. In this study, children's and adult word representations were generated using the latent semantic analysis (LSA) vector space model and Word Maturity methodology. Some children's word representations were used to set a mapping function between amodal and emotional word representations with a neural network model using ratings from 9-year-old children. The neural network was trained and validated in the child semantic space. Then, the resulting neural network was tested with adult word representations using ratings from an adult data set. Samples of 1210 and 5315 words were used in the child and the adult semantic spaces, respectively. Results suggested that the emotional valence of words can be predicted from amodal vector representations even at the child stage, and accurate emotional propagation was found in the adult word vector representations. In this way, different propagative processes were observed in the adult semantic space. These findings highlight a potential mechanism for early verbal emotional anchoring. Moreover, different multiple linear regression and mixed-effect models revealed moderation effects for the performance of the longitudinal computational model. First, words with early maturation and subsequent semantic definition promoted emotional propagation. Second, an interaction effect between age of acquisition and abstractness was found to explain model performance. The theoretical and methodological implications are discussed.     

The Communication of Naïve Theories of the Social World in Parent–Child Conversation

Three studies examined the communication of naïve theories of social groups in conversations between parents and their 4-year-old children (N = 48). Parent–child dyads read and discussed a storybook in which they either explained why past social interactions had occurred (Study 1) or evaluated whether future social interactions should occur (Studies 2 and 3). In all 3 studies, the content of parents’ and children's explanations reflected an intuitive theory of social groups as markers of intrinsic obligations, whereby individuals are obligated to avoid harm to and direct positive actions toward their in-group members. Furthermore, Studies 2 and 3 suggested that when discussing the normative obligations that guide behavior, parents covertly reinforce their children's developing beliefs about social categories. Implications for the development of social cognition are discussed.     

The Embodied Nature of Implicit Theories: The Consistency of Ideas About the Nature of Matter

Recent research has revealed the existence of intuitive representations strongly rooted in diverse knowledge domains and the difficulties of modifying those representations through instruction by means of conceptual change processes (Carey, 1995; Gopnik & Meltzoff, 1997; Vosniadou, 1994). According to some interpretations, these representations are organized in the form of intuitive or implicit theories, among whose features would be representational consistency across different contexts or tasks. Other authors, however, have argued in favor of the partial or situated nature of these representations so that we cannot talk about authentic theories (Caravita & Hallden, 1994; diSessa, 1993, 1994). In this research, we analyzed the consistency of the representations on the nature of matter held by people with diverse levels of instruction from adolescents aged 12 to students with advanced studies in chemistry. Our objective was to analyze the consistency of these representations with respect to the core concepts of chemistry, the intrinsic movement of particles, and the discontinuous nature of matter, which would be constituted by particles separated by empty space. However, these two core concepts would be in contradiction to our embodied representation of matter based on its macroscopic or sensorial properties according to which matter is static and continuous. The results confirm a majority and consistent use of intuitive representations as against scientific ones, confirming that at least from the point of view of consistency, these representations constitute authentic implicit theories. Moreover, it is those representations that correspond to the macroscopic properties of matter that are used in the most consistent way, which also supports the hypothesis of the embodied nature of these theories. Although the corpuscular theory of matter, when used appropriately, provides more consistent representations, our data show a quite limited use of this theory, even among students with advanced studies in science, which once more shows the difficulties of achieving, through instruction, a change in these implicit, embodied theories. In the article, we discuss the implications of these data for science teaching.     

Evidence‐based interventions for reading and language difficulties: Creating a virtuous circle

Background. Children may experience two very different forms of reading problem: decoding difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to be caused by problems with phonological (speech sound) processing. Reading comprehension difficulties in contrast appear to be caused by problems with ‘higher level’ language difficulties including problems with semantics (including deficient knowledge of word meanings) and grammar (knowledge of morphology and syntax). Aims. We review evidence concerning the nature, causes of, and treatments for children's reading difficulties. We argue that any well‐founded educational intervention must be based on a sound theory of the causes of a particular form of learning difficulty, which in turn must be based on an understanding of how a given skill is learned by typically developing children. Such theoretically motivated interventions should in turn be evaluated in randomized controlled trials (RCTs) to establish whether they are effective, and for whom. Results. There is now considerable evidence showing that phonologically based interventions are effective in ameliorating children's word level decoding difficulties, and a smaller evidence base showing that reading and oral language (OL) comprehension difficulties can be ameliorated by suitable interventions to boost vocabulary and broader OL skills. Conclusions. The process of developing theories about the origins of children's educational difficulties and evaluating theoretically motivated treatments in RCTs, produces a ‘virtuous circle’ whereby theory informs practice, and the evaluation of effective interventions in turn feeds back to inform and refine theories about the nature and causes of children's reading and language difficulties.     

Enhancing Social Responsibility and Prosocial Leadership to Prevent Aggression,Peer Victimization,and Emotional Problems in Elementary School Children

Testing the theories that form the basis of prevention programs can enhance our understanding of behavioral change and inform the development, coordination, and adaptation of prevention programs. However, theories of change showing the linkages from intervention program components to risk or protective factors to desired outcomes across time are rarely specified or tested. In this 2‐year longitudinal study, we test the theory that increases in two protective factors (i.e., children's prosocial leadership and their teachers’ expectations of social responsibility) targeted by the WITS Programs (Walk Away, Ignore, Talk it Out, and Seek Help) would be associated with declines in peer victimization, aggression, and emotional problems. Participants included Canadian students, in grades 1–4 at baseline (n = 1329) and their parents and teachers. Consistent with our theory of change, variability in program implementation (adherence and integration) and in children's use of program skills (child responsiveness) are related to increases in both protective factors. Increases in these protective factors are associated with subsequent declines in children's aggression, victimization, and emotional problems. We discuss how enhancement of these protective factors may operate to improve child outcomes and the need for theory‐based research to refine and improve the effectiveness of intervention strategies and to improve program scale‐up.     

The development of organized visual search

Visual search plays an important role in guiding behavior. Children have more difficulty performing conjunction search tasks than adults. The present research evaluates whether developmental differences in children's ability to organize serial visual search (i.e., search organization skills) contribute to performance limitations in a typical conjunction search task. We evaluated 134 children between the ages of 2 and 17 on separate tasks measuring search for targets defined by a conjunction of features or by distinct features. Our results demonstrated that children organize their visual search better as they get older. As children's skills at organizing visual search improve they become more accurate at locating targets with conjunction of features amongst distractors, but not for targets with distinct features. Developmental limitations in children's abilities to organize their visual search of the environment are an important component of poor conjunction search in young children. In addition, our findings provide preliminary evidence that, like other visuospatial tasks, exposure to reading may influence children's spatial orientation to the visual environment when performing a visual search.     

A new theory on children's drawings: Analyzing the role of emotion and movement in graphical development

The aim of this paper is to develop a new understanding of children's drawings and to provide ideas for future research in early childhood. Starting from classic theories on child graphical development, we proceed to analyze them and provide our own views on the subject. We will also recount a number of relevant empirical studies that appear to validate our theory. Our belief is that emotion and self-expression through movement play a key role in the development of child art, and that this may be already visible during the scribbling stage of drawing.     

Children's Cognition as the Foundation of Spirituality

The theory offered in this article articulates the position that the cognitive skills manifested by children are those which are necessary preconditions for spirituality. I argue that psychological theories that posit a hierarchical stage theory of cognition and affect are grounded on premises, which devalue these skills. Theories of children's spirituality have foundered in their ability to appreciate that children's cognition is organized through structures that are quintessential to spirituality, due to their misplaced reliance on these theories. I offer a critique of traditional psychological approaches and an alternative model of children's cognition, which reveals that the cognitive capacities of children are essential to the phenomenology of spirituality.     

Symbolic Insight and Inhibitory Control: Two Problems Facing Young Children on Symbolic Retrieval Tasks

Many recent studies have explored young children's ability to use information from physical representations of space to guide search within the real world. In one commonly used procedure, children are asked to find a hidden toy in a room after observing a smaller toy being hidden in the analogous location in a scale model of the room. Three-year-old children readily find the hidden toy, although children at 2.5 years often have difficulty with the task. This experiment examined the causes of 2.5-year-olds' difficultly with this symbol system by incorporating testing procedures previously used with chimpanzees. Results indicate that young children's poor performance primarily stems from a difficulty achieving symbolic insight (i.e., recognizing the model-room representational relationship) but is also strongly affected by deficits in inhibitory control.     

Social cognition and the development of rule-guided behaviour

The weak to modest relationship between cognitive measures of judgement and reasoning and children's behaviour has led to a search for more satisfactory predictors of behaviour. One proposal is to integrate cognitive-developmental theory with children's perceptions of the self and others. In this regard, cross-sectional and longitudinal evidence indicates that children's “identification” as expressed by self-reports of parents' attractiveness and similarity to the self is correlated with their rule-guided behaviour. These relationships reflect the effects of sex-typing. In a study of behaviour in a naturalistic setting, Grade 1 girls' identification with the mother was correlated with a resistance to others' ruleviolations in Grade 2. Boys' self-initiated violations in Grade 2 were correlated with father identification in Grade 3. Given that behaviour can be mediated by perceptions of parents in relation to the self, and that effective socialization may reflect perceptions of control and a willingness to obey, a study of children's evaluations of maternal discipline techniques is reported. Findings were that children of all ages prefer an authoritative parent who displays firmness and flexibility in dealing with the situation at hand. The implications for theories of social development are discussed. Bidirectional influences in parent-child relations are considered as well as age-related changes in the connection between behaviour and sources of perceived control. Processes by which perceptions of control form a basis for autonomy and responsibility are examined.     

Breaking Down Barriers: Museum as Broker of Home/School Collaboration

ABSTRACT

Parents have a major influence on children's learning, yet parent involvement remains weak in many communities. This article addresses the role of a museum in bringing home and school together, describing results from 2 complementary studies of a museum-designed and -implemented parent involvement program. The first study was an exploratory, mixed-methods investigation designed to understand the program's impact on parents' engagement in their children's learning. The second study used a grounded theory approach to develop theoretical hypotheses about the programmatic mechanisms that facilitated parents' engagement. In terms of impact, the program gave parents a platform through which to create new and more meaningful spaces for connecting to their children's learning, including conceptual spaces, social spaces, and physical spaces. In terms of mechanisms, the program first helped parents to build relevant capital and then to author new and relevant ways of engaging with their children's schooling. Taken together, study results broaden current thinking about the spaces in which parent engagement occurs and emphasize the important community-based role that museums can play to bring parents and schools together in support of children's development.     

I See Not Only a Madonna,but Also a Hole,in the Picture

According to an intuitive claim, in saying that one sees a picture's subject, i.e., what a picture presents, in the picture's vehicle, i.e., the picture's physical basis, by ‘in’ one does not mean the spatial relation of being in, as holding between such items in the real space. For the picture's subject is knowingly not in the real space where one veridically sees the picture's vehicle. Some theories of pictorial experience have actually agreed with this intuition by claiming that the picture's subject lies in a pictorial space of its own, disconnected from the real space that includes the picture's vehicle. Yet, not only linguistic evidence suggests that when used as above, ‘in’ means precisely that very relation, but an appropriate theory of pictorial experience can justify the above claim.     

The Psychophysiology Of Intuition: A Quantum-Holographic Theory Of Nonlocal Communication

This work seeks to explain intuitive perception—those perceptions that are not based on reason or logic or on memories or extrapolations from the past, but are based, instead, on accurate foreknowledge of the future. Often such intuitive foreknowledge involves perception of implicit information about nonlocal objects and/or events by the body's psychophysiological systems. Recent experiments have shown that intuitive perception of a future event is related to the degree of emotional significance of that event, and a new study shows that both the brain and the heart are involved in processing a pre-stimulus emotional response to the future event. Drawing on this research and on the principles of quantum holography, I develop a theory of intuition that views the perception of things remote in space or ahead in time (nonlocal communication) as involving processes of energetic resonance connecting the body's psychophysiological systems to the quantum level. The theory explains how focused emotional attention directed to the nonlocal object of interest attunes the bio-emotional energy generated by the body's psychophysiological systems to a domain of quantum-holographical information, which contains implicit information about the object. The body's perception of such implicit information about things distant in space/time is experienced as an intuition.     

Do First Graders Make Efficient Use of External Number Representations? The Case of the Twenty-Frame

External number representations are commonly used throughout the first years of instruction. The twenty-frame is a grid that contains two rows of 10 dots each, and within each row, dots are organized in two groups of five. The assumption is that children can make use of these structures for enumerating the dots, rather than relying on one-by-one counting. We compared first-grade children's performance on two types of computerized enumeration tasks, in which between one and 20 dots were presented in random arrangements or on a twenty-frame. The number of dots was a strong predictor of response times and accuracy rates in the enumeration task with random arrangements but not in the twenty-frame task. Performance on the twenty-frame task was correlated with performance on a number and arithmetic test, even when other cognitive variables were statistically controlled. We discuss these findings in the light of theories on utilizing external representations to support numerical learning.     

Mental Verbs and Semantic Development

This theoretical essay examines how mental verbs acquire meaning as they emerge in children's lexicon. The article begins by describing the ostension paradigm, which presumes that meaning derives from the relation between a mental verb and a corresponding referent. This paradigm is then critiqued by drawing on Wittgenstein's private language argument. The private language argument contends that meaning is tied to how a person uses a word in everyday discourse as opposed to whether one has correctly mapped a label and referent. Drawing from this argument, the semantic development of mental verbs is considered within the framework of contemporary theories emphasizing semantic development as a process of learning how, when, and for what purpose words are used. The implications of this view for theory of mind development are discussed.     

Intuitive Political Theory: People's Judgments About How Groups Should Decide

Societies must make collective decisions even when citizens disagree, and they use many different political processes to do so. But how do people choose one way to make a group decision over another? We propose that the human mind contains an intuitive political theory about how to make collective decisions, analogous to people's intuitive theories about language, physics, number, minds, and morality. We outline a simple method for studying people's intuitive political theory using scenarios about group decisions, and we begin to apply this approach in three experiments. Participants read scenarios in which individuals in a group have conflicting information (Experiment 1), conflicting interests (Experiment 2), and conflicting interests between a majority and a vulnerable minority who have more at stake (Experiment 3). Participants judged whether the group should decide by voting, consensus, leadership, or chance. Overall, we find that participants prefer majority‐rule voting over consensus, leadership, and chance when a group has conflicting interests or information. However, participants' support for voting is considerably diminished when the group includes a vulnerable minority. Hence, participants showed an intuitive understanding of Madison's concerns about tyranny of the majority.