: In 1856, Michael Faraday (1791–1867) conducted nearly a year's worth of research on the optical properties of gold, in the course of which he discovered the first metallic colloids. Following our own discovery of hundreds of the specimens prepared by Faraday for this research, the present paper describes the cognitive role of these "epistemic artifacts" in the dynamics of Faraday's research practices. Analysis of the specimens, Faraday's Diary records, and replications of selected procedures (partly to replace missing kinds of (...) specimens and partly to understand the "tacit knowledge" implicated in Faraday's research) are outlined, and a reconstruction of the events surrounding the initial discovery of metallic colloids is presented. (shrink)

This paper argues that two of my critics (Cowie and Wilson) have become fixated on Fodor’s notion of modularity, both to their own detriment and to the detriment of their understanding of Carruthers, 2006. The paper then focuses on the supposed inadequacies of the latter’s explanations of both content flexibility and human uniqueness, alleged by Machery and Cowie respectively.

This paper will sketch a model of the human mind according to which the mind's structure is massively, but by no means wholly, modular. Modularity views in general will be motivated, elucidated, and defended, before the thesis of moderately massive modularity is explained and elaborated.

This thesis aims to develop a psychologically plausible account of concepts by integrating key insights from philosophy (on the metaphysical basis for concept possession) and psychology (on the mechanisms underlying concept acquisition). I adopt an approach known as informational atomism, developed by Jerry Fodor. Informational atomism is the conjunction of two theses: (i) informational semantics, according to which conceptual content is constituted exhaustively by nomological mind–world relations; and (ii) conceptual atomism, according to which (lexical) concepts have no internal structure. I (...) argue that informational semantics needs to be supplemented by allowing content-constitutive rules of inference (“meaning postulates”). This is because the content of one important class of concepts, the logical terms, is not plausibly informational. And since, it is argued, no principled distinction can be drawn between logical concepts and the rest, the problem that this raises is a general one. An immediate difficulty is that Quine’s classic arguments against the analytic/synthetic distinction suggest that there can be no principled basis for distinguishing content-constitutive rules from the rest. I show that this concern can be overcome by taking a psychological approach: there is a fact of the matter as to whether or not a particular inference is governed by a mentally-represented inference rule, albeit one that analytic philosophy does not have the resources to determine. I then consider the implications of this approach for concept acquisition. One mechanism underlying concept acquisition is the development of perceptual detectors for the objects that we encounter. I investigate how this might work, by drawing on recent ideas in ethology on ‘learning instincts’, and recent insights into the neurological basis for perceptual learning. What emerges is a view of concept acquisition as involving a complex interplay between innate constraints and environmental input. This supports Fodor’s recent move away from radical concept nativism: concept acquisition requires innate mechanisms, but does not require that concepts themselves be innate. (shrink)