Can Infant Cognitive Psychology Be Helpful in Understanding Learning Processes?

Abstract

Since teaching and learning has become a major economic activity of modern society, different learning models can be considered in order to increase its effectiveness and efficiency. For a long time infant cognitive psychology was influenced by nativist theories and, thus, early learning has been underestimated and insufficiently studied. However, in recent years, infant psychology has described developmental sequences, learning situations, and social mechanisms that influence development. Thus, infant psychology appears again to be developmental. Since infant learning is fast and efficient, this paper proposes that it can be considered as a model for teaching and learning in older children and adults. Some examples of early acquired knowledge and some acquisition situations are presented. Conversely, some examples of later failures are exposed. The relevant theoretical contexts are discussed. The consequences of learning mechanisms observed in infants for pedagogy are considered.