Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-15T17:13:59.903Z Has data issue: false hasContentIssue false

23 - Computational Models of Developmental Psychology

from Part IV - Computational Modeling in Various Cognitive Fields

Published online by Cambridge University Press:  21 April 2023

Ron Sun
Affiliation:
Rensselaer Polytechnic Institute, New York
Get access

Summary

This chapter reviews contemporary computational models of psychological development in a historical context, including those based on symbolic rules, artificial neural networks, dynamic systems, robotics, and Bayesian ideas. Emphasis is placed on newer work and the insights that simulation can provide into developmental mechanisms. Within space limitations, coverage is both sufficiently broad to provide a general overview of the field and sufficiently detailed to facilitate understanding of important techniques. Prospects for integrating the dominant approaches of neural networks and Bayesian methods are explored. There is also speculation about how deep-learning networks might begin to impact developmental modeling by increasing the realism of training patterns, particularly in visual perception.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aslin, R. N., Saffran, J. R., & Newport, E. L. (1998). Computation of conditional probability statistics by 8 month old infants. Psychological Science, 9 (4), 321324.Google Scholar
Bergelson, E., & Swingley, D. (2012). At 6-9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences, 109 (9), 32533258.Google Scholar
Berthiaume, V. G., Shultz, T. R., & Onishi, K. H. (2013). A constructivist connectionist model of transitions on false-belief tasks. Cognition, 126 (3), 441458.Google Scholar
Berthouze, L., & Metta, G. (2005). Epigenetic robotics: modelling cognitive development in robotic systems. Cognitive Systems Research, 6 (3), 189192.Google Scholar
Bonawitz, E., Denison, S., Gopnik, A., & Griffiths, T. L. (2014). Win-Stay, Lose-Sample: a simple sequential algorithm for approximating Bayesian inference. Cognitive Psychology, 74, 3565.Google Scholar
Bonawitz, E., & Shafto, P. (2016). Computational models of development, social influences. Current Opinion in Behavioral Sciences, 7, 95100.Google Scholar
Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: instruction limits spontaneous exploration and discovery. Cognition, 120 (3), 322330.Google Scholar
Boom, J., & ter Laak, J. (2007). Classes in the balance: latent class analysis and the balance scale task. Developmental Review, 27 (1), 127149.Google Scholar
Buchsbaum, D., Gopnik, A., Griffiths, T. L., & Shafto, P. (2011). Children’s imitation of causal action sequences is influenced by statistical and pedagogical evidence. Cognition, 120 (3), 331340.CrossRefGoogle ScholarPubMed
Bulf, H., Johnson, S. P., & Valenza, E. (2011). Visual statistical learning in the newborn infant. Cognition, 121 (1), 127132.Google Scholar
Buss, A. T., & Spencer, J. P. (2014). The emergent executive: a dynamic neural field theory of the development of executive function. Monographs of the Society for Research in Child Development, 79, 1104.Google Scholar
Cangelosi, A., & Schlesinger, M. (2015). Developmental Robotics: From Babies to Robots. Cambridge, MA: MIT Press.Google Scholar
Cassidy, K. W. (1998). Three- and four-year-old children’s ability to use desire- and belief-based reasoning. Cognition, 66 (1), B1.Google Scholar
Dandurand, F., & Shultz, T. R. (2010). Automatic detection and quantification of growth spurts. Behavior Research Methods, 42 (3), 809823.Google Scholar
Dandurand, F., & Shultz, T. R. (2014). A comprehensive model of development on the balance-scale task. Cognitive Systems Research, 3132, 125.Google Scholar
Denison, S., Reed, C., & Xu, F. (2013). The emergence of probabilistic reasoning in very young infants: evidence from 4.5- and 6-month-olds. Developmental Psychology, 49 (2), 243249.CrossRefGoogle ScholarPubMed
Denison, S., & Xu, F. (2010). Twelve- to 14-month-old infants can predict single-event probability with large set sizes. Developmental Science, 13 (5), 798803.Google Scholar
Denison, S., & Xu, F. (2014). The origins of probabilistic inference in human infants. Cognition, 130 (3), 335347.CrossRefGoogle ScholarPubMed
Fahlman, S. E., & Lebiere, C. (1990). The cascade-correlation learning architecture. In Touretzky, D. S. (Ed.), Advances in Neural Information Processing Systems (pp. 524532). Los Altos, CA: Morgan Kaufmann.Google Scholar
Ferretti, R. P., & Butterfield, E. C. (1986). Are children’s rule-assessment classifications invariant across instances of problem types? Child Development, 57 (6), 14191428.Google Scholar
French, R. M., Mermillod, M., Mareschal, D., & Quinn, P. C. (2004). The role of bottom-up processing in perceptual categorization by 3- to 4-month-old infants: simulations and data. Journal of Experimental Psychology: General, 133 (3), 382397.Google Scholar
Friedman, O., & Leslie, A. M. (2005). Processing demands in belief-desire reasoning: inhibition or general difficulty? Developmental Science, 8 (3), 218225.Google Scholar
Goodman, N. D., Baker, C. L., Bonawitz, E. B., Mansinghka, V. K., Gopnik, A., & Wellman, H. M. (2006). Intuitive theories of mind: a rational approach to false belief. In Sun, R. (Ed.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 13821387). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Goodman, N. D., Ullman, T. D., & Tenenbaum, J. B. (2011). Learning a theory of causality. Psychological Review, 118 (1), 110.Google Scholar
Gopnik, A., & Bonawitz, E. (2015). Bayesian models of child development. Wiley Interdisciplinary Reviews Cognitive Science, 6 (2), 7586.Google Scholar
Gurteen, P. M., Horne, P. J., & Erjavec, M. (2011). Rapid word learning in 13- and 17-month-olds in a naturalistic two-word procedure: looking versus reaching measures. Journal of Experimental Child Psychology, 109 (2), 201217.Google Scholar
Halford, G. S. (1984). Can young children integrate premises in transitivity and serial order tasks? Cognitive Psychology, 16 (1), 6593.Google Scholar
Halford, G. S., Andrews, G., Wilson, W. H., & Phillips, S. (2012). Computational models of relational processes in cognitive development. Cognitive Development, 27 (4), 481499.Google Scholar
Helfer, P., & Shultz, T. R. (2018). Coupled feedback loops maintain synaptic long-term potentiation: a computational model of PKMzeta synthesis and AMPA receptor trafficking. PLoS Computational Biology, 14 (5), 131.Google Scholar
Helfer, P., & Shultz, T. R. (2019). A computational model of systems memory consolidation and reconsolidation. Hippocampus, hipo.23187. https://doi.org/10.1002/hipo.23187Google Scholar
Hingston, P. (2012). Believable Bots: Can Computers Play Like People? New York, NY: Spinger.Google Scholar
Justesen, N., Bontrager, P., Togelius, J., & Risi, S. (2019). Deep learning for video game playing. IEEE Transactions on Games, 12 (1), 120.Google Scholar
Kirkham, N. Z., Slemmer, J. A., & Johnson, S. P. (2002). Visual statistical learning in infancy: evidence for a domain general learning mechanism. Cognition, 83 (2), 45.Google Scholar
Kovack-Lesh, K. A., Oakes, L. M., & McMurray, B. (2012). Contributions of attentional style and previous experience to 4-month-old infants’ categorization. Infancy, 17 (3), 324338.Google Scholar
Mareschal, D., & French, R. (2017). Tracx2: a connectionist autoencoder using graded chunks to model infant visual statistical learning. Philosophical Transactions of the Royal Society B: Biological Sciences, 372 (1711), 20160057.Google Scholar
Marr, D. (2010). Vision: A Computational Investigation into the Human Representation and Processing of Visual Information. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Mayor, J., & Plunkett, K. (2010). A neurocomputational account of taxonomic responding and fast mapping in early word learning. Psychological Review, 117 (1), 131.Google Scholar
McCrink, K., & Wynn, K. (2007). Ratio abstraction by 6-month-old infants. Psychological Science, 18 (8), 740745.CrossRefGoogle Scholar
McGeer, T. (1990). Passive walking with knees. In Proceedings of IEEE International Conference on Robotics and Automation (pp. 16401645).Google Scholar
Metta, G., Natale, L., Nori, F., et al. (2010). The iCub humanoid robot: an open-systems platform for research in cognitive development. Neural Networks, 23 (8–9), 11251134.Google Scholar
Nobandegani, A., & Shultz, T. (2017). Converting cascade-correlation neural nets into probabilistic generative models. In Gunzelmann, G., Howes, A., Tenbrink, T., & Davelaar, E. J. (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 10291034). Austin, TX: Cognitive Science Society.Google Scholar
Nobandegani, A., & Shultz, T. (2018). Example generation under constraints using cascade correlation neural nets. In Proceedings of the 40th Annual Meeting of the Cognitive Science Society (pp. 23882393). Austin, TX: Cognitive Science Society.Google Scholar
O’Loughlin, C., & Thagard, P. (2000). Autism and coherence: a computational model. Mind and Language, 15 (4), 375392.Google Scholar
Onishi, K., & Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308 (5719), 255258.Google Scholar
Oudeyer, P. Y. (2017). What do we learn about development from baby robots? Wiley Interdisciplinary Reviews Cognitive Science, 8 (1–2), 17.Google Scholar
Perfors, A., Tenenbaum, J., Griffiths, T., & Xu, F. (2011). A tutorial introduction to Bayesian models of cognitive development. Cognition, 120 (3), 302321.CrossRefGoogle ScholarPubMed
Perone, S., Molitor, S. J., Buss, A. T., Spencer, J. P., & Samuelson, L. K. (2015). Enhancing the executive functions of 3-year-olds in the dimensional change card sort task. Child Development, 86 (3), 812827.Google Scholar
Quinlan, P. T., van der Maas, H. L. J., Jansen, B. R. J., Booij, O., & Rendell, M. (2007). Re-thinking stages of cognitive development: an appraisal of connectionist models of the balance scale task. Cognition, 103 (3), 413459.Google Scholar
Quinn, P. C., & Johnson, M. H. (2000). Global-before-basic object categorization in connectionist networks and 2-month-old infants. Infancy, 1 (1), 3146.Google Scholar
Restle, F. (1962). The selection of strategies in cue learning. Psychological Review, 69 (4), 329343.Google Scholar
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274 (5294), 19261928.Google Scholar
Segler, M., Preuss, M., & Waller, M. (2018). Planning chemical syntheses with deep neural networks and symbolic AI. Nature, 555, 604610.Google Scholar
Shafto, P., Goodman, N. D., & Frank, M. C. (2012). Learning from others: the consequences of psychological reasoning for human learning. Perspectives on Psychological Science, 7 (4), 341351.Google Scholar
Shultz, T. R. (2003). Computational Developmental Psychology. Cambridge, MA: MIT Press.Google Scholar
Shultz, T. R. (2010). Computational modeling of infant concept learning: the developmental shift from features to correlations. In Oakes, L. M., Cashon, C. H., Casasola, M., & Rakison, D. H. (Eds.), Infant Perception and Cognition: Recent Advances, Emerging Theories, and Future Directions (pp. 125152). New York, NY: Oxford University Press.CrossRefGoogle Scholar
Shultz, T. R., & Cohen, L. B. (2004). Modeling age differences in infant category learning. Infancy, 5 (2), 153171.Google Scholar
Shultz, T. R., & Fahlman, S. E. (2010). Cascade-Correlation. In Sammut, C. & Webb, G. (Eds.), Encyclopedia of Machine Learning Part 4/C (pp. 139147). Heidelberg, Germany: Elsevier.Google Scholar
Shultz, T. R., Mareschal, D., & Schmidt, W. C. (1994). Modeling cognitive development on balance scale phenomena. Machine Learning, 16 (1), 5786.Google Scholar
Shultz, T. R., & Nobandegani, A. S. (2020). Probability without counting and dividing: a fresh computational perspective. In Denison, S., Mack, M., Xu, Y., & Armstrong, B. (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society (pp. 17). Toronto, Canada: Cognitive Science Society.Google Scholar
Shultz, T., & Nobandegani, A. (2021). A computational model of infant learning and reasoning with probabilities. Psychological Review. https://doi.org/http://dx.doi.org/10.1037/rev0000322Google Scholar
Shultz, T. R., & Rivest, F. (2001). Knowledge-based cascade-correlation: using knowledge to speed learning. Connection Science, 13 (1), 4372.Google Scholar
Shultz, T. R., & Sirois, S. (2008). Computational models of developmental psychology. In Sun, R. (Ed.), The Cambridge Handbook of Computational Psychology (pp. 451476). New York, NY: Cambridge University Press.Google Scholar
Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8 (4), 481520.Google Scholar
Siegler, R. S. (1996). Emerging Minds: The Process of Change in Children’s Thinking. New York, NY: Oxford University Press.Google Scholar
Silver, D., Huang, A., Maddison, C., et al. (2016). Mastering the game of Go with deep neural networks and tree search. Nature, 529 (7587), 484489.Google Scholar
Spencer, J., Thomas, M., & McClelland, J. (2009). Toward a Unified Theory of Development: Connectionism and Dynamic Systems Theory Re-considered. Oxford: Oxford University Press.Google Scholar
Sun, R. (1995). Robust reasoning: integrating rule-based and similarity-based reasoning. Artificial Intelligence, 75, 241295.Google Scholar
Teglas, E., Vul, E., Girotto, V., Gonzalez, M., Tenenbaum, J., & Bonatti, L. (2011). Pure reasoning in 12-month-old infants as probabilistic inference. Science, 332 (6033), 10541059.CrossRefGoogle ScholarPubMed
Thompson, V. A., Prowse Turner, J. A., & Pennycook, G. (2011). Intuition, reason, and metacognition. Cognitive Psychology, 63 (3), 107140.Google Scholar
Triona, L. M., Masnick, A. M., & Morris, B. J. (2019). What does it take to pass the false belief task? an ACT-R model. In Proceedings of the 2019 Annual Conference of the Cognitive Science Society (p. 1045).Google Scholar
Tummeltshammer, K., Amso, D., French, R. M., & Kirkham, N. Z. (2017). Across space and time: infants learn from backward and forward visual statistics. Developmental Science, 20 (5), e12474.Google Scholar
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: the truth about false belief. Child Development, 72 (3), 655684.Google Scholar
Westermann, G., & Mareschal, D. (2014). From perceptual to language-mediated categorization. Philosophical Transactions of the Royal Society B: Biological Sciences, 369 (1634), Article 20120391.Google Scholar
Wynn, K., Bloom, P., & Chiang, W. C. (2002). Enumeration of collective entities by 5-month-old infants. Cognition, 83 (3), B55B62.Google Scholar
Xu, F., & Garcia, V. (2008). Intuitive statistics by 8-month-old infants. Proceedings of the National Academy of Sciences, 105 (13), 50125015.CrossRefGoogle ScholarPubMed
Xu, F., & Spelke, E. S. (2000). Large number discrimination in human infants. Cognition, 74, B1B11.Google Scholar
Younger, B. A., & Cohen, L. B. (1986). Developmental change in infants’ perception of correlations among attributes. Child Development, 57 (3), 803815.Google Scholar
Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children. Nature Protocols, 1 (1), 297301.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×