Abstract
The main question we try to answer in this paper is whether stage-like progression in cognitive development can be explained by transfer of cognitive skill among tasks. We focus on the following question: To what extent does training on one task improve the performance on another task? The tasks are Piaget's (1959) Balance Scale Task and Number Conservation Task, and a task that we will call the Une-Sentence Task, which is taken from Karmiloff-Smith's (1979) experiment on the acquisition of determiners in French. We re-implemented already existing models within the framework of the PRIMs cognitive architecture (Taatgen, 2013). Each task was subdivided in certain stages related to the complexity of the problem-solving strategies. We show that mastery of a certain stage of a problem becomes easier if a higher stage of another task is mastered first.
| Original language | English |
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| Title of host publication | 38th Annual Meeting of the Cognitive Science Society (CogSci 2016) |
| Subtitle of host publication | Recognizing and Representing Events |
| Editors | Anna Papafragou, Daniel Grodner, Daniel Mirman, John C. Trueswell |
| Publisher | The Cognitive Science Society |
| Pages | 2621-2626 |
| Number of pages | 6 |
| ISBN (Electronic) | 9780991196739 |
| Publication status | Published - 2016 |
| Event | 38th Annual Meeting of the Cognitive Science Society: Recognizing and Representing Events, CogSci 2016 - Philadelphia, United States Duration: 10-Aug-2016 → 13-Aug-2016 |
Conference
| Conference | 38th Annual Meeting of the Cognitive Science Society: Recognizing and Representing Events, CogSci 2016 |
|---|---|
| Country/Territory | United States |
| City | Philadelphia |
| Period | 10/08/2016 → 13/08/2016 |
Keywords
- Cognitive Architecture
- Cognitive Modeling
- Developmental Tasks
- PRIMs
- Transfer