Peculiar to Konrad Lorenz’s view of instinctive behavior is his strong innate-learned dichotomy. He claimed that there are neither ontogenetic nor phylogenetic transitions between instinctive and experience-based behavior components, thus contradicting all former accounts of instinct. The present study discusses how Lorenz came to hold this controversial position by examining the history of Lor...

One of the objectives of the Adolescent Brain Cognitive Development (ABCD) Study (https://abcdstudy.org/) is to establish a national longitudinal cohort of 9 and 10 year olds that will be followed for 10 years in order to prospectively study the risk and protective factors influencing substance use and its consequences, examine the impact of substance use on neurocognitive, health and psychosoc...

The primary concepts on which our spatial knowledge is based must have its origin in early individual development. One of these concepts is the notion of an object. Characteristic of the development of this concept is the so-called A-not-B-error (Piaget 1937). The error occurs in 6 to 8 months old infants that persist in reaching for location A, where an object was hidden several times, even th...

Comparative psychologists and cognitive developmentalists often share methods and topics of research. Here we review three domains in which there has been particularly fruitful interaction between the fields and reflect on the theoretical positions behind these interactions. Overall, we conclude that there is much to be gained, as cognitive and behavioural scientists, for drawing together work ...

As Piaget consistently acknowledges, all learning is an active process. Reading, then, is an activity, a proecess of confrontation between an individual and a text (3). For both Piaget and Chomsky, language is highly strcutured. In Chomsky’s terms, there is a linguistic relationship between the surface structure and the phonological aspects of language. DEVELOPING A PHILOSOPHY OF READING: PIAGE...

Bayesian models have been applied to many areas of cognitive science including vision, language, and motor learning. We discuss the implications of this framework for cognitive development. We first present a brief introduction to the Bayesian framework. Bayesian models make assumptions about representation explicit, and provide a detailed account of learning. Furthermore, they can provide an a...

Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language l...

This paper describes a model of learning stages called OCTR. Learning under OCTR advances gradually as the degree of social context increases. Furthermore, OCTR can also serve as a framework for describing the cognitive development and motivation of students, categorizing many existing teaching strategies, and better understanding how to introduce meta-cognition and attitude in systems for educ...

This paper uses data from the Mexican Family Life Survey to estimate the impact of a household member’s migration to the United States on the cognitive development of children remaining in Mexico. While there is no developmental effect of a child’s sibling migrating to the United States, there is an adverse effect when another household member—typically the child’s parent—migrates. This is part...

Cognitive models of software comprehension are potential sources of theoretical knowledge for tool designers. Although their use in analysis of existing tools is fairly wellestablished, the literature has shown only limited use of such models for directly developing design ideas. This paper suggests a way of utilizing existing cognitive models of software comprehension to generate design goals ...