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Related Experiment Videos

Can connectionism save constructivism?

G F Marcus1

  • 1Department of Psychology, New York University, New York 10003, USA. gary.marcus@nyu.edu

Cognition
|July 25, 1998
PubMed
Summary
This summary is machine-generated.

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Connectionist models do not support constructivism, as they rely on innate representations rather than developing new ones. Current connectionist approaches fail to achieve genuine abstract representations and generalization abilities seen in human development.

Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Computational Neuroscience

Background:

  • Constructivism posits that learning creates new representations, but lacks computational explanation.
  • Connectionist models were proposed as an alternative to innate representations in development.
  • The Piagetian view suggests children learn object permanence through development.

Purpose of the Study:

  • To evaluate if connectionist models, as presented in "Rethinking Innateness," support constructivism.
  • To determine if connectionist models can develop abstract representations without innate presuppositions.
  • To provide a computational account for the limitations of current connectionist models in development.

Main Methods:

  • Analysis of connectionist models described in "Rethinking Innateness."

Related Experiment Videos

  • Computer simulations to test model capabilities for abstract representation and generalization.
  • Formal analysis of model architectures and learning mechanisms.

    • Main Results:

    • Connectionist models analyzed depend on innate representations, contradicting their proposed constructivist alternative.
    • Simulations demonstrated inability to derive abstract representations not already presupposed.
    • Models failed to generalize in ways consistent with human cognitive development.

    Conclusions:

    • Connectionism, in its current form, does not support constructivism or provide a mechanism for developing novel abstract representations.
    • The models fail to offer a genuine alternative to nativist theories of cognitive development.
    • Further research is needed to explore alternative computational approaches for constructivist learning.