{"id":7578,"date":"2019-05-22T15:58:23","date_gmt":"2019-05-22T15:58:23","guid":{"rendered":"http:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/constraint\/"},"modified":"2019-05-22T15:58:23","modified_gmt":"2019-05-22T15:58:23","slug":"constraint","status":"publish","type":"post","link":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/constraint\/","title":{"rendered":"Constraint"},"content":{"rendered":"<p>A condition that preserves the symmetry of a system and restricts its degrees of freedom. &nbsp;When the system is perturbed, it may lead to symmetry breaking. &nbsp;Applied to behavior, a constraint is a boundary condition that eliminates or restrains certain configurations of action while permitting or enabling others. &nbsp;There are two classes of constraints: holonomic or law-governed constraints that restrict without having any material embodiment in the system (e.g., Newton&#8217;s laws of motion) and non-holonomic or rule-governed constraints that are physically embodied in the system (e.g., a schema) and which serve as prescriptions for action. &nbsp;Computational models incorporate the latter constraints (e.g., model architecture, training algorithm, training regime). &nbsp;In terms of cognition, a constraint is anything that makes representational development selective in what becomes represented or how the representation occurs. &nbsp;Typically, a constraint has the function of guiding the child&#8217;s learning within biological boundaries to the extent to which the child can process information and prepare action. &nbsp;In developmental biology, four classes of holonomic constraints are recognised: developmental constraints, physical constraints, morphological constraints and phyletic constraints.<\/p>\n<p>See <a href=\"adaptation\">Adaptation<\/a>, <a href=\"canalization\">Canalization<\/a>, <a href=\"computational_models\">Computational models<\/a>, <a href=\"control_parameter\">Control parameter<\/a>, <a href=\"core_concepts\">Core concepts<\/a>, <a href=\"degrees_of_freedom_-or_bernstein-s-_problem\">Degrees of freedom (or Bernstein&#8217;s) problem<\/a>, <a href=\"developmental_biology\">Developmental biology<\/a>, <a href=\"embodiment\">Embodiment<\/a>, <a href=\"foundational_knowledge\">Foundational knowledge<\/a>, <a href=\"information-processing_theories\">Information-processing theories<\/a>, <a href=\"laws_of_nature\">Laws of nature<\/a>, <a href=\"life_course_analysis\">Life course analysis<\/a>, <a href=\"newton-s_laws_of_motion\">Newton&#8217;s laws of motion<\/a>, Phylogenetic gradualism and punctuated equilibrium, <a href=\"schema\">Schema<\/a>, <a href=\"self-organization\">Self-organization<\/a>, Symmetry breaking (and perseveration)<\/p>\n<p><\/body><\/html><\/p>\n","protected":false},"excerpt":{"rendered":"<p>A condition that preserves the symmetry of a system and restricts its degrees of freedom. &nbsp;When the system is perturbed, it may lead to symmetry breaking. &nbsp;Applied to behavior, a constraint is a boundary condition that eliminates or restrains certain configurations of action while permitting or enabling others. &nbsp;There are two classes of constraints: holonomic &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/constraint\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Constraint&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[2],"class_list":["post-7578","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-glossary","entry"],"_links":{"self":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/7578","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/comments?post=7578"}],"version-history":[{"count":0,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/7578\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/media?parent=7578"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/categories?post=7578"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/tags?post=7578"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}