A search for explanation of the brain and learning: Elements of the psychonomic interface between psychology and neurophysiology I. A cognitive approach to early learning

Abstract

A novel seven-axiom ‘computational logic’ of early knowledge acquisition is presented, within a theoretical framework in which autonomous neophyte learning is possible on the basis of direct perception, cerebral processing involves discrete temporal gating into ‘episodes,’ and episode processing is initially data-driven and subconscious. The neurobiological basis of the brain’s episode-processing ability is outlined in support of this general psychonomic (‘pertaining to the natural laws of the mind’) theory of the essential cognitive character of early learning. Higher learning subsumes this early character. Two distinct general types of internally constructed ‘object intensions’ are required, but the same universal logic applies to ‘object’ and ‘concept’ learning (Type 1 object intensions) and to skill learning (Type 2 object intensions). The dissociative learning logic of autonomous perceptual learning is shown to require tutor mediation to enable the onset of autonomous conceptual learning, and a counterexample in autism is discussed. A foundational distinction between objects and concepts emerges. The theory draws together some 170 constraints from a broad literature review to form an interface between brain physiology and psychology. © 1990, Psychonomic Society, Inc.. All rights reserved.