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1、DevelopmentalScience10:3(2007),pp281–287DOI:10.1111/j.1467-7687.2007.00584.xBAYESIANSPECIALSECTION:INTRODUCTIONBlackwellPublishingLtdBayesiannetworks,Bayesianlearningandcognitivedevelopment12AlisonGopnikandJoshuaB.Tenenbaum1.DepartmentofPsychology,UniversityofCalifornia,Berk
2、eley,USA2.DepartmentofBrainandCognitiveSciences,MassachusettsInstituteofTechnology,USAIntroductionrepresentationsarenotexplicit,task-independentmodelsoftheworld’sstructurethatareresponsibleOverthepast30yearswehavediscoveredanenormousfortheinput–outputrelations.Instead,theyar
3、eimplicitamountaboutwhatchildrenknowandwhentheyknowsummariesoftheinput–outputrelationsforaspecificsetit.Buttherealquestionfordevelopmentalcognitiveoftasksthattheconnectionistnetworkhasbeentrainedscienceisnotsomuchwhatchildrenknow,whentheytoperform.knowitorevenwhethertheylearn
4、it.TherealquestionConversely,morenativistaccountsofcognitivedevelop-ishowtheylearnitandwhytheygetitright.Developmentalmentendorsetheexistenceofabstractrule-governed‘theorytheorists’(e.g.Carey,1985;Gopnik&Meltzoff,representationsbutdenythattheirbasicstructureis1997;Wellman&Ge
5、lman,1998)havesuggestedthatlearned.Modularityor‘coreknowledge’theorists,forchildren’slearningmechanismsareanalogoustoscientificexample,suggestthatthereareasmallnumberofinnatetheory-formation.However,whatwereallyneedisamorecausalschemasdesignedtofitparticulardomainsofprecisecom
6、putationalspecificationofthemechanismsknowledge,suchasabelief-desireschemaforintuitivethatunderliebothtypesoflearning,incognitivepsychologyoragenericobjectschemaforintuitivephysics.developmentandscientificdiscovery.DevelopmentiseitheramatterofenrichingthoseinnateThemostfamilia
7、rcandidatesforlearningmechanismsschemas,orelseinvolvesquitesophisticatedandculture-indevelopmentalpsychologyhavebeenvariantsofspecifickindsoflearninglikethoseofthesocialinstitu-associationism,eitherthemechanismsofclassicalandtionsofscience(e.g.Spelke,Breinlinger,Macomber&oper
8、antconditioninginbehavioristtheories(e.g.RescorlaJacobson,1992).&Wagner,197
