Processing Constraints on Learning

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter discusses three types of processing constraints on learning. The first type arises from the learning process itself. The other two constraints arise from two naturally occurring memory processes: consolidation and reconsolidation. With respect to learning constraints, the chapter discusses research suggesting that learning is a dynamically guided process, arising in the interaction of internal and external pressures, and one that is fairly robust with respect to noisy input. With respect to memory processes instrumental in learning, it describes findings that demonstrate a type of memory consolidation occurring with sleep; one that results in generalization to novel cases. Another set of findings demonstrates how the process of memory reconsolidation enables memory change. Both memory processes are important for understanding how children sustain sensitivity to prior knowledge while incorporating new information.

Original languageEnglish (US)
Title of host publicationNeoconstructivism
Subtitle of host publicationThe New Science of Cognitive Development
PublisherOxford University Press
ISBN (Electronic)9780199864072
ISBN (Print)9780195331059
DOIs
StatePublished - Feb 1 2010

Keywords

  • Child learning
  • Cognitive development
  • Consolidation
  • Learning process
  • Memory process
  • Reconsolidation

ASJC Scopus subject areas

  • Psychology(all)

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  • Cite this

    Gómez, R. (2010). Processing Constraints on Learning. In Neoconstructivism: The New Science of Cognitive Development Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195331059.003.0010