一、本性和教养人如何会有思维和智力的?是由于人出生后随着脑的发育成熟而出现的?还是由于人出生后受到成年人教导后的产物?似乎这两种意见都有证据支持。有些儿童从出生起就被精神病态的双亲关起来,不会讲话也不会思想。强制生活在孤立环境中的实验大鼠,脑量小且神经元的突触少。生活在有文字的社会中的人比生活在无文字的社会中的思维能力强得多,这支持后天论者。但是另一方面,思维在人心中似乎有个时间表,在儿童心中没有准备时教育并不能使他们产生抽象的或逻辑的思维。认知科学家现在不想对这个问题作出“非此即彼”的回答,认为思维是脑固有的生物学倾向与经验的塑造,是刺激之间连续的、不断变化的相互作用的结果,即本性与教养相互作用的结果。而且这种相互作用从出生起就开始了,这造成了研究它们如何相互作用的困难。一 First, the nature and education of people how to have the thinking and intelligence? Because of the birth of a person with the development of the brain mature? Or because after the birth of a product taught by adults? It seems that both views have evidence stand by. Some children have been mentally ill relatives since birth and can not speak or think. Experimental rats forced to live in an isolated environment had a small brain volume and few synapses in neurons. Those who live in literal societies are far more capable of thinking than those who live in literary societies, which supports the postnatal community. But on the other hand, thinking seems to have a timeline in the minds of people, and failure to educate children in their hearts does not give them abstract or logical thinking. Cognitive scientists now do not want to make a “non-consensual” answer to this question, thinking that thinking is the shaping of the brain’s inherent biological propensities and experiences and the result of a continuous and changing interaction between stimuli, namely The result of the interaction between nature and education. And this kind of interaction starts from birth, which creates the difficulty of studying how they interact. one