We argue that the nativist-empiricist debate in developmental psychology is distorted, both theoretically and methodologically, by a shared framework of assumptions concerning the nature of representation. In particular, both sides of the debate assume models of representation that make the emergence of representation impossible. This, in turn,…

Acquisition of relational knowledge is a core process in cognitive development. Relational knowledge is dynamic and flexible, entails structure-consistent mappings between representations, has properties of compositionality and systematicity, and depends on binding in working memory. We review three types of computational models relevant to…

Does modeling matter? We address this question by providing a broad survey of the computational models of cognitive development that have been proposed and studied over the last three decades. We begin by noting the advantages and limitations of computational models. We then describe four key dimensions across which models of development can be…

Numerous studies have established that visual working memory has a limited capacity that increases during childhood. However, debate continues over the source of capacity limits and its developmental increase. Simmering (2008) adapted a computational model of spatial cognitive development, the Dynamic Field Theory, to explain not only the source…

We present an algorithmic model for the development of children's intuitive theories within a hierarchical Bayesian framework, where theories are described as sets of logical laws generated by a probabilistic context-free grammar. We contrast our approach with connectionist and other emergentist approaches to modeling cognitive development. While…

Computational models are tools for testing mechanistic theories of learning and development. Formal models allow us to instantiate theories of cognitive development in computer simulations. Model behavior can then be compared to real performance. Connectionist models, loosely based on neural information processing, have been successful in…

We examine the contributions of dynamic systems theory to the field of cognitive development, focusing on modeling using dynamic neural fields. After introducing central concepts of dynamic field theory (DFT), we probe empirical predictions and findings around two examples--the DFT of infant perseverative reaching that explains Piaget's A-not-B…

We discuss the limitations of hypothesis testing using (quasi-) experiments in the study of cognitive development and suggest latent variable modeling as a viable alternative to experimentation. Latent variable models allow testing a theory as a whole, incorporating individual differences with respect to developmental processes or abilities in the…

Previous research has demonstrated that visual properties of objects can affect shape-based categorization in a novel-name extension task; however, we still do not know how a relationship between visual properties of objects affects judgments in a novel-name extension task. We examined effects of increased visual similarity among the target and…

Using a new paradigm for measuring children's saving behaviors involving two marble games differing in desirability, we assessed whether 3-, 4-, and 5-year-olds saved marbles for future use, saved increasingly on a second trial, saved increasingly with age, and were sensitive to the relative value of future rewards. We also assessed whether…

In an accompanying study, Alibali et al. [Alibali, M. W., Ockuly, K. M., Fischer, A. D. (2009) "Learning new problem-solving strategies leads to changes in problem representation." "Cognitive Development, 24," 89-101.] present an important experimental result: introducing a new strategy can affect conceptual aspects of children's problem…

To date, little work has been done investigating prospective memory in children, particularly using a delay-execute paradigm. Two experiments were conducted to investigate this issue with children aged 5-11 years. While playing a computer driving game, children's ability to carry out a delayed intention either immediately a target cue appeared or…

Switching between tasks produces decreases in performance as compared to repeating the same task. Asymmetrical switch costs occur when switching between two tasks of unequal difficulty. This asymmetry occurs because the cost is greater when switching to the less difficult task than when switching to the more difficult task. Various theories about…

Metacognition is a multidimensional construct with two main dimensions: knowledge about cognition and regulation of cognition. The present study aimed to model the development of young pupils' metacognitive abilities in mathematics in relation to processing efficiency, working memory and mathematical performance. We developed instruments measuring…

Explores the dissociation between the performance by children with autism on false belief tasks, on which they do poorly, and false photograph, false map, and false drawing tasks, on which they do well. Suggesting domain specificity in the development of representational system, the results supported the modularity of theory of mind and the…