An Autocatalytic Network Model of Conceptual Change
Reflexively Autocatalytic Foodset-generated (RAF) networks have been used to model the origins of evolutionary processes, both biological (the origin of life) and cultural (the origin of cumulative innovation). The RAF approach tags conceptual shifts with their source, making it uniquely suited to modelling how new ideas grow out of currently available knowledge, studying order effects, and tracking conceptual trajectories within (and across) individuals. Using RAF networks, we develop a step-by-step process model of conceptual change (i.e., the process by which a child becomes an active participant in cultural evolution), focusing on childrens’ mental models of the shape of the earth. Using results from (Vosniadou & Brewer, 1992), we model different trajectories from the flat earth model to the spherical earth model, as well as the impact of other factors, such as pretend play, on cognitive development. As RAFs increase in size and number, they begin to merge and form a maxRAF that bridges previously compartmentalized knowledge. The expanding maxRAF constrains and enables the scaffolding of new conceptual structure. Once most conceptual structure is subsumed by the maxRAF, the child can reliably frame new knowledge and experiences in terms of previous knowledge and experiences, and engage in recursive representational redescription, or abstract thought, at which point the conceptual network becomes a self-organizing structure. The approach distinguishes between mental representations acquired through social learning or individual learning (of existing information), and mental representations obtained through abstract thought (resulting in the generation of new information). We suggest that individual differences in reliance on these information sources culminates in different kinds of conceptual networks and concomitant learning trajectories. These differences may be amplified by differences in the proclivity to spontaneously tailor one’s mode of thought to the situation one is in by modulating the degree of divergence (versus convergence), abstractness (versus concreteness), and context-specificity. We discuss a potential role for the approach in the development of an overarching framework that integrates evolutionary and developmental approaches to cognition.