Scientists in the Crib

Scientists in the Crib

Synopsis

In “The Scientist in the Crib”, authors Alison Gopnik, Andrew N. Meltzoff and Patricia K. Kuhl basically addresses four questions that have been of interest to them. These questions are: How does a child obtain the ability to read light signals and process them into concrete concepts of people and other things? How (and when) does he deduce that other people have desires that are different than his own, and that, as a result, a conflict of desires is likely to occur? In addition, how does he interpret simple sound waves and process them into individual words that are absolutely independent of the speaker? How does he then, transform these words into concepts and concepts into meaning? Through these questions, the authors systematically conduct an analysis and assessment of the cognitive, behavioral, and psychological development of the human brain in its infant stage.

The authors cover several issues that surround the early learning of a child. Their approach is therefore holistic in nature rather than simply focusing on the neurological basis for learning. Moreover, the authors have presented two theses; the first one is backed by sound and testable scientific premises and explains how three factors contribute to the ability of children to make remarkable advancement in the earliest years of development - innate knowledge, dedicated teachers, and superior learning ability. The second thesis, on the other hand, describes the triumvirate of the early learning process. In order to prove this thesis, the authors explain the mechanism of neuroplasticity to explain how the experiences of children contribute tremendously in terms of shaping their brains.

Critical Analysis

At first glance, “The Scientist in the Crib” may seem like yet another book that discusses the cognitive, behavioral and psychological development of human beings in the earliest stages, the book discusses the developmental psychology of a child. It draws comparisons between the behavior of a child and that of a scientist, explaining how children are starkly similar to scientists in the distinct manner in which they conduct interactions with the environment around them and the objects in it. The researchers have tested several assumptions to come to this conclusion. What is more remarkable, however, is the unique style that the researchers have adopted when compiling this work so that it reads not as a scientific memo but as a fascinating book of rare knowledge and information (Watts et al., 2009).

The studies conducted by the researchers are quite extensive and elaborate in their assessment of the cognitive, behavioral and psychological development of young children. For example, the manner in which the authors have examined and then described the way that children recognize themselves and the people around them is indeed remarkable and intriguing. It is interesting to learn that even at such a tender age, children have developed the faculties to differentiate between various types of objects and even develop their own unique language that they use to interact with others (Upton & Upton, 2011) For example, the book says, “It may ...