Alison Gopnik Quotes
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A theory not only explains the world we see, it lets us imagine other worlds, and, even more significantly, lets us act to create those worlds. Developing everyday theories, like scientific theories, has allowed human beings to change the world.
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One of the things I say is from an evolutionary point of view: probably the ideal rich environment for a baby includes more mud, livestock, and relatives than most of us could tolerate nowadays.
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We do nothing for children between the ages of zero and five. And we seem to be quite happy to have children growing up in not just poverty, which wouldn't be so bad, but isolation, lack of people around them, lack of support, lack of ability to go out and play in the dirt.
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Childhood is a fundamental part of all human lives, parents or not, since that's how we all start out. And yet babies and young children are so mysterious and puzzling and even paradoxical.
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Successful creative adults seem to combine the wide-ranging exploration and openness we see in children with the focus and discipline we see in adults.
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The youngest children have a great capacity for empathy and altruism. There's a recent study that shows even 14-month-olds will climb across a bunch of cushions and go across a room to give you a pen if you drop one.
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What, of course, we want in a university is for people to learn the skills they're going to need outside the classroom. So, having a system that had more emphasis on inquiry and exploration but also on learning and practising specific skills would fit much better with how we know people learn.
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Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental.
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The brain is highly structured, but it is also extremely flexible. It's not a blank slate, but it isn't written in stone, either.
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What teenagers want most of all are social rewards, especially the respect of their peers.
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I'm the oldest of six children and I had my own first baby when I was 23. So I've always been interested in babies, and I had lots of opportunities to watch them.
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I wanted to answer big questions about humanity, about how it is that we understand about the world, how we can know as much as we do, why human nature is the way that it is. And it always seemed to me that you find answers to those questions by looking at children.
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Becoming an adult means leaving the world of your parents and starting to make your way toward the future that you will share with your peers.
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The real excitement is collaborating with computer scientists and neuroscientists and starting to understand in detail how children learn so much so quickly.
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Many philosophers say it's impossible to explain our conscious experience in scientific, biological terms at all. But that's not exactly true. Scientists have explained why we have certain experiences and not others. It's just that they haven't explained the special features of consciousness that philosophers care about.
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On the Web we all become small-town visitors lost in the big city.
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Developmental scientists like me explore the basic science of learning by designing controlled experiments.
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Texts and e-mails travel no faster than phone calls and telegrams, and their content isn't necessarily richer or poorer.
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Something like reading depends a lot on just having people around you who talk to you and read you books, more than sitting down and, say, doing a reading drill when you're 3 or 4 years old.
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What makes knowledge automatic is what gets you to Carnegie Hall - practice, practice, practice.
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Children have a very good idea of how to distinguish between fantasies and realities. It's just they are equally interested in exploring both.
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Teaching is a very effective way to get children to learn something specific - this tube squeaks, say, or a squish then a press then a pull causes the music to play. But it also makes children less likely to discover unexpected information and to draw unexpected conclusions.
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The radio was an improvement on the telegraph but it didn't have the same exponential, transformative effect.
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We learn differently as children than as adults. For grown-ups, learning a new skill is painful, attention-demanding, and slow. Children learn unconsciously and effortlessly.