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Innatism and nativism are generally synonymous terms referring to the notion of preexisting ideas in the mind. However, more specifically, innatism refers to the philosophy of Descartes, who assumed that God or a similar being or process placed innate ideas and principles in the human mind. [1]
Working-class Brazilian children were more likely to consider both taboo violations and infliction of harm to be morally wrong, and universally so. Members of traditional, collectivist societies, like political conservatives, are more sensitive to violations of the community-related moral foundations.
In linguistics, the innateness hypothesis, also known as the nativist hypothesis, holds that humans are born with at least some knowledge of linguistic structure.On this bombocalrt, language acquisition involves filling in the details of an innate blueprint rather than being an entirely inductive process.
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In the field of psychology, nativism is the view that certain skills or abilities are "native" or hard-wired into the brain at birth. This is in contrast to the "blank slate" or tabula rasa view, which states that the brain has inborn capabilities for learning from the environment but does not contain content such as innate beliefs.
Neuroconstructivism is a theory that states that phylogenetic developmental processes such as gene–gene interaction, gene–environment interaction [1] and, crucially, ontogeny all play a vital role in how the brain progressively sculpts itself and how it gradually becomes specialized over developmental time.
The final candidate for explanation is the innatist perspective, which states that at least some of the syntactic settings are innate and hardwired, based on certain modules of the mind. [36] [37] There are varying notions of the structure of the brain when it comes to language.
Robert L. Selman (born May 7, 1942) is an American-born educational psychologist and perspective-taking theorist who specializes in adolescent social development. [1] He is currently a professor of Education and Human Development at the Harvard Graduate School of Education, and a professor of psychology in Medicine at Harvard University. [2]