Contemporary research on mindreading or theory of mind has resulted in three major findings: There is a difference in the age of passing of the elicited-response false belief task and its spontaneous–response version; 15-month-olds pass the latter while the former is passed only by 4-year-olds. Linguistic and social factors influence the development of the ability to mindread in many ways. There are cultures with folk psychologies significantly different from the Western one, and children from such cultures tend to show different (...) timetables of mindreading development. The traditional accounts of the data are nativism, rational constructivism, and two-systems theory. In this paper, we offer criticism of these traditional cognitivist accounts and explore an alternative, action-based framework. We argue that even though they all seem to explain the above empirical data, there are other, theoretical reasons why their explanations are untenable. Specifically, we discuss the problem of foundationalism and the related problem of innateness. Finally, we explore an alternative, action-based framework that avoids these theoretical limitations and offer an interpretation of the empirical data from that perspective. (shrink)

According to the computational theory of mind , to think is to compute. But what is meant by the word 'compute'? The generally given answer is this: Every case of computing is a case of manipulating symbols, but not vice versa - a manipulation of symbols must be driven exclusively by the formal properties of those symbols if it is qualify as a computation. In this paper, I will present the following argument. Words like 'form' and 'formal' are ambiguous, as (...) they can refer to form in either the syntactic or the morphological sense. CTM fails on each disambiguation, and the arguments for CTM immediately cease to be compelling once we register that ambiguity. The terms 'mechanical' and 'automatic' are comparably ambiguous. Once these ambiguities are exposed, it turns out that there is no possibility of mechanizing thought, even if we confine ourselves to domains where all problems can be settled through decision-procedures. The impossibility of mechanizing thought thus has nothing to do with recherché mathematical theorems, such as those proven by Gödel and Rosser. A related point is that CTM involves, and is guilty of reinforcing, a misunderstanding of the concept of an algorithm. (shrink)

This essay examines the possibility that phenomenological laws might be implemented by a computational mechanism by carefully analyzing key passages from the Prolegomena to Pure Logic. Part I examines the famous Denkmaschine passage as evidence for the view that intuitions of evidence are causally produced by computational means. Part II connects the less famous criticism of Avenarius & Mach on thought-economy with Husserl's 1891 essay 'On the Logic of Signs (Semiotic).' Husserl is shown to reaffirm his earlier opposition to associationist (...) (Humean) and adaptationist (Darwinian) explanations of our thought-machine on the ground that they cannot reconstruct the notion of truth and its syntactic mental preservation in symbolic thought-trains. Part III reveals Husserl's interesting commitment to the idea that descriptive sciences necessarily transform into explanatory sciences on pain of contradicting the essence of science as a rational ideal. Since explanation in relation to phenomenology means causal explanation, and causal explanation in the form of the Denkmaschine accounts for phenomenological intuition, it is inferred that the rationally compelling ideal of explanatory science requires a computationalist reading of the subsequent logical investigations. (shrink)

This paper has two interrelated aims. The primary aim is to specify the character of philosophical theories of mental content that are usually classified as ‘Causal Theories of Intentionality’, ‘Causal Theories of Representation’, or ‘Causal Theories of Mental Content’ (CTs). More specifically, the aim is to characterize the role and place of causation in philosophical reflections on the nature of mental content, as suggested by theories of this kind. Elucidation of the role of the concept of causation in CTs requires (...) examining the philosophical background against which versions of CTs are proposed; therefore the second aim of this paper is to clarify the link between CTs and the two philosophical theories that accompany it: the doctrine of philosophical naturalism (PN) and the representational theory of mind (RTM). Clarification of the relationship between the three theories is not only necessary for an adequate specification of the causal component that plays a central role in CTs, and so for a better understanding of CTs themselves; it also shows how the role that causation plays in CTs implies a genuinely relational conception of intentionality. (shrink)

In this paper I address the issue of the subject matter of linguistics. According to the prominent Chomskyan view, linguistics is the study of the language faculty, a component of the mind-brain, and is therefore a branch of cognitive psychology. In his recent book Ignorance of Language Michael Devitt attacks this psychologistic conception of linguistics. I argue that the prominent Chomskyan objections to Devitt's position are not decisive as they stand. However, Devitt's position should ultimately be rejected as there is (...) nothing outside of the mind of a typical speaker that could serve to fix determinate syntactic rules of her language or constitute the supervenience base of her connection to any such rules. (shrink)

In this paper I argue that the most prominent and familiar features of Wittgenstein’s rule following considerations generate a powerful argument for the thesis that most of our concepts are innate, an argument that echoes a Chomskyan poverty of the stimulus argument. This argument has a significance over and above what it tells us about Wittgenstein’s implicit commitments. For, it puts considerable pressure on widely held contemporary views of concept learning, such as the view that we learn concepts by constructing (...) prototypes. This should lead us to abandon our general default hostility to concept nativism and be much more sceptical of claims made on behalf of learning theories. (shrink)

The extensive philosophical discussions and analyses in recent decades of function-talk in biology have done much to clarify what biologists mean when they ascribe functions to traits, but the basic metaphysical question—is there genuine teleology and design in the natural world, or only the appearance of this?—has persisted, as recent work both defending, and attacking, teleology from a Darwinian perspective, attest. I argue that in the context of standard contemporary evolutionary theory, this is for the most part a verbal, rather (...) than a substantive dispute: the disputants are talking past one another. To justify this claim I develop a general framework within which reductionist views, such as the standard ‘etiological’ account of biofunctions, occupy an intermediate position between what I call full-blooded realism and full-blooded anti-realism, and suggest that whether such views count as ‘realist’ views has no objective, theory-neutral answer. (shrink)

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)