Abstract
Abstract
We agree with the authors regarding the utility of viewing cognition as resulting from an optimal use of limited resources. Here, we advocate for extending this approach to the study of cognitive development, which we feel provides particularly powerful insight into the debate between bounded optimality and true sub-optimality, precisely because young children have limited computational and cognitive resources.
Publisher
Cambridge University Press (CUP)
Subject
Behavioral Neuroscience,Physiology,Neuropsychology and Physiological Psychology
Cited by
3 articles.
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