Display Settings:

Format

Send to:

Choose Destination
See comment in PubMed Commons below
Cogn Psychol. 1994 Oct;27(2):194-226.

Constraints on learning in nonprivileged domains.

Author information

  • 1Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213.

Abstract

Constraints on learning, rather than being unique to evolutionarily privileged domains, may operate in nonprivileged domains as well. Understanding of the goals that strategies must meet seems to play an especially important role in these domains in constraining the strategies that are generated and in allowing children to evaluate strategies even before they use them. The present experiments showed that children can use their conceptual understanding to accurately evaluate strategies that they not only do not yet use but that are more conceptually advanced than the strategies they do use. In Experiment 1, 5-year-olds who did not yet use the min strategy for adding numbers judged it to be smarter than an equally novel illegitimate strategy, and to be just as smart as their typical strategy of counting from one. In Experiment 2, 9-year-olds who did not yet use the forking strategy to play tic-tac-toe judged it to be even smarter than their own win/block approach. The results demonstrated a large number of commonalities between the functioning of constraints in privileged and nonprivileged domains, as well as suggesting some possible differences.

PMID:
7956107
[PubMed - indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Icon for Elsevier Science
    Loading ...
    Write to the Help Desk