In particular, in my lab in the Department of Brain and Cognitive Sciences at MIT, I have spent the past decade trying to understand the mystery of how children learn so much from so little so quickly. Because, it turns out that the fascinating thing about science is also a fascinating thing about children, which, to put a gentler spin on Mark Twain, is precisely their ability to draw rich, abstract inferences rapidly and accurately from sparse, noisy data. I’m going to give you just two examples today. One is about a problem of generalization, and the other is about a problem of causal reasoning. And although I’m going to talk about work in my lab, this work is inspired by and indebted to a field. I’m grateful to mentors, colleagues, and collaborators around the world.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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