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The Scientist In The Crib: Minds, Brains, And How Children Learn
Alison Gopnik, Andrew N. Meltzoff,
amazon.com
Alison Gopnik Lantern v Spotlight
alisongopnik.comThe new developmental research tells us that Baby 0.0 must have some pretty special features. First, it must already have a great deal of knowledge about the world built into its original program. The experiments we will describe show that even newborns already know a great deal about people and objects and language. But more significant, babies an
... See moreAlison Gopnik, Andrew N. Meltzoff, • The Scientist In The Crib: Minds, Brains, And How Children Learn
Our own view is that children’s whole conception of people, objects, and words changes radically in the first three years of life. And it changes because of what children find out about the world. We already said that babies start out with complex, abstract, coherent representations of the world and rules for manipulating them. They use those repre
... See moreAlison Gopnik, Andrew N. Meltzoff, • The Scientist In The Crib: Minds, Brains, And How Children Learn
Tillie Olsen wrote: “In the twenty years I bore and reared my children . . . the simplest circumstances for creation did not exist.” It was a physical problem, a time problem; it was also a question of selfhood. “The obligation to be physically attractive and patient and nurturing and docile and sensitive and deferential . . . contradicts and must
... See moreJulie Phillips • The Baby on the Fire Escape: Creativity, Motherhood, and the Mind-Baby Problem
So in the first few months of life, babies already seem to have solved a number of deep philosophical conundrums. They know how to use edges and patterns of movement to segregate the world into separate objects. They know something about how those objects characteristically move. They know that those objects are part of a three-dimensional space. A
... See moreAlison Gopnik, Andrew N. Meltzoff, • The Scientist In The Crib: Minds, Brains, And How Children Learn
One benefit of knowing the science is a kind of protective skepticism. It should make us deeply suspicious of any enterprise that offers a formula for making babies smarter or teaching them more, from flash cards to Mozart tapes to Better Baby Institutes. Everything we know about babies suggests that these artificial interventions are at best usele
... See moreAlison Gopnik, Andrew N. Meltzoff, • The Scientist In The Crib: Minds, Brains, And How Children Learn
How to Raise Your Artificial Intelligence: A Conversation With Alison Gopnik and Melanie Mitchell
Julien Crockettlareviewofbooks.org
Scientists and children belong together in another way. The new research shows that babies and young children know and learn more about the world than we could ever have imagined. They think, draw conclusions, make predictions, look for explanations, and even do experiments. Scientists and children belong together because they are the best learners
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