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  1. Téléologie et fonctions en biologie. Une approche non causale des explications téléofonctionnelles.Alberto Molina Pérez - 2017 - Dissertation, Universidad Autónoma de Madrid
    This dissertation focuses on teleology and functions in biology. More precisely, it focuses on the scientific legitimacy of teleofunctional attributions and explanations in biology. It belongs to a multi-faceted debate that can be traced back to at least the 1970s. One aspect of the debate concerns the naturalization of functions. Most authors try to reduce, translate or explain functions and teleology in terms of efficient causes so that they find their place in the framework of the natural sciences. Our approach (...)
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  • Function is not the sum of an object’s parts.Krista Casler - 2018 - Thinking and Reasoning 25 (3):300-323.
    Prior research shows adults believe objects exist for specialised purposes. This “one tool, one function” cognitive bias promotes efficient mastery of artefact function but could mean indiv...
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  • Brungarians Use it Differently! Children’s Understanding of Artifact Function as a Cultural Convention.Drew Weatherhead & Shaylene Nancekivell - 2018 - Journal of Cognition and Culture 18 (1-2):89-103.
    Children not only recognize the function of an artifact, but they actively protest when others use it in an atypical way. In two experiments, we asked whether children view artifact function as universal or as culturally dependent. In both experiments children watched videos of two actors who used common artifacts atypically. In Experiment 1A, 6-to-7-year-old children were told that the actors were either from Canada or a far away country. Children were marginally more likely to protest a Canadian using the (...)
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  • Preschoolers prefer to learn causal information.Aubry L. Alvarez & Amy E. Booth - 2015 - Frontiers in Psychology 6:127756.
    Young children, in general, appear to have a strong drive to explore the environment in ways that reveal its underlying causal structure. But are they really attuned specifically to casual information in this quest for understanding, or do they show equal interest in other types of non-obvious information about the world? To answer this question, we introduced 20 three-year-old children to two puppets who were anxious to tell the child about a set of novel artifacts and animals. One puppet consistently (...)
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  • A developmental dissociation between category and function judgments about novel artifacts.Margaret A. Defeyter, Jill Hearing & Tamsin C. German - 2009 - Cognition 110 (2):260-264.
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  • Preschoolers use pedagogical cues to guide radical reorganization of category knowledge.Lucas P. Butler & Ellen M. Markman - 2014 - Cognition 130 (1):116-127.
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