杭州师范大学国际哲学与人文科学理事会教席合作办公室

HZNU-CIPSH Chair Collaborative Office

——Series of  Lectures on Childhood Studies——

How play and exploration help children learn：

Findings from Current Child Psychology

   Keynote Speaker: Alison Gopnik (Professor, University of California at Berkeley)

   Interpreter: Leng Lu (Ph.D., School of International Studies, Jinan University)

   Moderator: Gao Zhenyu (Associate Professor, Hangzhou Normal University)

   Time: 9:00 am -11:00 am, March 13, 2021

   Form：Zoom Meeting (Room:623 6426 9799；Code:096837)

Prof. Alison Gopnik

Alison Gopnik is a professor of psychology and affiliate professor of philosophy at the University of California at Berkeley, and a member of the Berkeley AI Research Group. She received her BA from McGill University and her PhD. from Oxford University. She is a leader in the study of cognitive science and of children’s learning and development and was one of the founders of the field of “theory of mind”, an originator of the “theory theory” of children’s development and introduced the idea that probabilistic models and Bayesian inference could be applied to children’s learning. She has held a Center for Advanced Studies in the Behavioral Sciences Fellowship, the Moore Distinguished Scholar Fellowship at the California Institute of Technology, the All Souls College Distinguished Visiting Fellowship at Oxford, the King’s College Distinguished Visiting Fellowship at Cambridge. She is an elected member of the Society of Experimental Psychologists and the American Academy of Arts and Sciences and a Cognitive Science Society, American Association for the Advancement of Science.

Introduction to the Lecture

We all think intuitively that young children are especially exploratory and curious and that this helps them learn. But until recently there haven’t been many scientific studies showing this rigorously. In this lecture, Professor Gopnik will take about a series of studies from her own labs and others based on modern technologies of brain science, which are starting to show its implicit mechanism and about the implications for schooling and family education.

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