title: Methodological challenges for understanding cognitive development in infants.
abstract: Studies of cognitive development in human infants have relied almost entirely on descriptive data at the behavioral level - the age at which a particular ability emerges. The underlying mechanisms of cognitive development remain largely unknown, despite attempts to correlate behavioral states with brain states. We argue that research on cognitive development must focus on theories of learning, and that these theories must reveal both the computational principles and the set of constraints that underlie developmental change. We discuss four specific issues in infant learning that gain renewed importance in light of this opinion.
authors.affiliation: Department of Brain and Cognitive Sciences, University of Rochester, Rochester, NY 14627, USA. aslin@cvs.rochester.edu
authors.forename: Richard N
authors.initials: RN
authors.lastname: Aslin
authors.forename: József
authors.initials: J
authors.lastname: Fiser
mesh_terms: D000328:Adult; D001921:Brain / Q000254:growth & development; D001931:Brain Mapping; D002657:Child Development / Q000502:physiology*; D003071:Cognition / Q000502:physiology*; D005544:Forecasting; D006801:Humans; D007223:Infant; D018730:Infant Behavior / Q000502:physiology*; D007858:Learning / Q000502:physiology*; D011337:Probability Learning; D002666:Psychology, Child / Q000639:trends*