According to a traditional picture, perception and belief have starkly different epistemic roles. Beliefs have epistemic statuses as justified or unjustified, depending on how they are formed and maintained. In contrast, perceptions are “unjustified justifiers.” Core cognition is a set of mental systems that stand at the border of perception and belief, and has been extensively studied in developmental psychology. Core cognition's borderline states do not fit neatly into the traditional epistemic picture. What is the epistemic role of these states? (...) Focusing on the core object system, the author argues that core object representations have epistemic statuses like beliefs do, despite their many prototypically perceptual features. First, the author argues that it is a sufficient condition on a mental state's having an epistemic status as justified or unjustified that the state is based on reasons. Then the author argues that core object representations are based on reasons, through an examination of both experimental results and key markers of the basing relation. The scope of mental states that are subject to epistemic evaluation as justified or unjustified is not restricted to beliefs. (shrink)

This paper refines a controversial proposal: that core systems belong to a perceptual kind, marked out by the format of its representational outputs. Following Susan Carey, this proposal has been understood in terms of core representations having an iconic format, like certain paradigmatically perceptual outputs. I argue that they don’t, but suggest that the proposal may be better formulated in terms of a broader analogue format type. Formulated in this way, the proposal accommodates the existence of genuine icons in perception, (...) and avoids otherwise troubling objections. (shrink)

How do models represent reality? There are two conditions that scientific models must satisfy to be representations of real systems, the aboutness condition and the epistemic condition. In this article, I critically assess the two main fictionalist theories of models as representations, the indirect fiction view and the direct fiction view, with respect to these conditions. And I develop a novel proposal, what I call ‘the new fiction view of models’. On this view, models are akin to fictional stories; they (...) represent real-world phenomena if they stand in a denotation relation with reality; and they enable knowledge of reality via the generation of theoretical hypotheses, model–world comparisons and direct attributions. (shrink)

Tracing the leading role of emotions in the evolution of the mind, a philosopher and a psychologist pair up to reveal how thought and culture owe less to our faculty for reason than to our capacity to feel. Many accounts of the human mind concentrate on the brain’s computational power. Yet, in evolutionary terms, rational cognition emerged only the day before yesterday. For nearly 200 million years before humans developed a capacity to reason, the emotional centers of the brain were (...) hard at work. If we want to properly understand the evolution of the mind, we must explore this more primal capability that we share with other animals: the power to feel. Emotions saturate every thought and perception with the weight of feelings. The Emotional Mind reveals that many of the distinctive behaviors and social structures of our species are best discerned through the lens of emotions. Even the roots of so much that makes us uniquely human—art, mythology, religion—can be traced to feelings of caring, longing, fear, loneliness, awe, rage, lust, playfulness, and more. From prehistoric cave art to the songs of Hank Williams, Stephen T. Asma and Rami Gabriel explore how the evolution of the emotional mind stimulated our species’ cultural expression in all its rich variety. Bringing together insights and data from philosophy, biology, anthropology, neuroscience, and psychology, The Emotional Mind offers a new paradigm for understanding what it is that makes us so unique. (shrink)

Empirical discussions of mental representation appeal to a wide variety of representational kinds. Some of these kinds, such as the sentential representations underlying language use and the pictorial representations of visual imagery, are thoroughly familiar to philosophers. Others have received almost no philosophical attention at all. Included in this latter category are analogue magnitude representations, which enable a wide range of organisms to primitively represent spatial, temporal, numerical, and related magnitudes. This article aims to introduce analogue magnitude representations to a (...) philosophical audience by rehearsing empirical evidence for their existence and analysing their format, their content, and the computations they support. 1 Background1.1 Evidence of analogue magnitude representations1.2 Weber’s law1.3 Scepticism about analogue magnitude representations2 Format2.1 Carey’s analogy2.2 Neural realization2.3 Analogue representation2.4 Analogue magnitude representation components3 Content3.1 Do analogue magnitude representations have representational content?3.2 What do analogue magnitude representations represent?3.3 What content types do analogue magnitude representations have?4 Computations4.1 Arithmetic computation4.2 Practical deliberation5 Conclusion. (shrink)

The target article attempted to draw connections between broad swaths of evidence by noticing a common thread: Abstract, symbolic, compositional codes, that is, language-of-thoughts (LoTs). Commentators raised concerns about the evidence and offered fascinating extensions to areas we overlooked. Here we respond and highlight the many specific empirical questions to be answered in the next decade and beyond.

An organizing theme of the dissertation is the issue of how to make philosophical theories useful for scientific purposes. An argument for the contention is presented that it doesn’t suffice merely to theoretically motivate one’s theories, and make them compatible with existing data, but that philosophers having this aim should ideally contribute to identifying unique and hard to vary predictions of their theories. This methodological recommendation is applied to the ranking-theoretic approach to conditionals, which emphasizes the epistemic relevance and the (...) expression of reason relations as part of the semantics of the natural language conditional. As a first step, this approach is theoretically motivated in a comparative discussion of other alternatives in psychology of reasoning, like the suppositional theory of conditionals, and novel approaches to the problems of compositionality and accounting for the objective purport of indicative conditionals are presented. In a second step, a formal model is formulated, which allows us to derive quantitative predictions from the ranking-theoretic approach, and it is investigated which novel avenues of empirical research that this model opens up for. Finally, a treatment is given of the problem of logical omniscience as it concerns the issue of whether ranking theory (and other similar approaches) makes too idealized assumptions about rationality to allow for interesting applications in psychology of reasoning. Building on the work of Robert Brandom, a novel solution to this problem is presented, which both opens up for new perspectives in psychology of reasoning and appears to be capable of satisfying a range of constraints on bridge principles between logic and norms of reasoning, which would otherwise stand in a tension. (shrink)

Susan Carey's account of Quinean bootstrapping has been heavily criticized. While it purports to explain how important new concepts are learned, many commentators complain that it is unclear just what bootstrapping is supposed to be or how it is supposed to work. Others allege that bootstrapping falls prey to the circularity challenge: it cannot explain how new concepts are learned without presupposing that learners already have those very concepts. Drawing on discussions of concept learning from the philosophical literature, this article (...) develops a detailed interpretation of bootstrapping that can answer the circularity challenge. The key to this interpretation is the recognition of computational constraints, both internal and external to the mind, which can endow empty symbols with new conceptual roles and thus new contents. (shrink)

This Element, written for researchers and students in philosophy and the behavioral sciences, reviews and critically assesses extant work on number concepts in developmental psychology and cognitive science. It has four main aims. First, it characterizes the core commitments of mainstream number cognition research, including the commitment to representationalism, the hypothesis that there exist certain number-specific cognitive systems, and the key milestones in the development of number cognition. Second, it provides a taxonomy of influential views within mainstream number cognition research, (...) along with the central challenges these views face. Third, it identifies and critically assesses a series of core philosophical assumptions often adopted by number cognition researchers. Finally, the Element articulates and defends a novel version of pluralism about number concepts. (shrink)

A central task of developmental psychology and philosophy of science is to show how humans learn radically new concepts. Famously, Fodor has argued that such learning is impossible if concepts have definitional structure and all learning is hypothesis testing. We present several learning processes that can generate novel concepts. They yield transformations of the fundamental feature space, generating new similarity structures which can underlie conceptual change. This framework provides a tractable, empiricist-friendly account that unifies and shores up various strands of (...) the neo-Quinean approach to conceptual development. (shrink)

New and radically reformative thinking about the enactive and embodied basis of cognition holds out the promise of moving forward age-old debates about whether we learn and how we learn. The radical enactive, embodied view of cognition (REC) poses a direct, and unmitigated, challenge to the trademark assumptions of traditional cognitivist theories of mind—those that characterize cognition as always and everywhere grounded in the manipulation of contentful representations of some kind. REC has had some success in understanding how sports skills (...) and expertise are acquired. But, REC approaches appear to encounter a natural obstacle when it comes to understanding skill acquisition in knowledge-rich, conceptually based domains like the hard sciences and mathematics. This paper offers a proof of concept that REC’s reach can be usefully extended into the domain of science, technology, engineering, and mathematics (STEM) learning, especially when it comes to understanding the deep roots of such learning. In making this case, this paper has five main parts. The section “Ancient Intellectualism and the REC Challenge” briefly introduces REC and situates it with respect to rival views about the cognitive basis of learning. The “Learning REConceived: from Sports to STEM?” section outlines the substantive contribution REC makes to understanding skill acquisition in the domain of sports and identifies reasons for doubting that it will be possible to apply the same approach to knowledge-rich STEM domains. The “Mathematics as Embodied Practice” section gives the general layout for how to understand mathematics as an embodied practice. The section “The Importance of Attentional Anchors” introduces the concept “attentional anchor” and establishes why attentional anchors are important to educational design in STEM domains like mathematics. Finally, drawing on some exciting new empirical studies, the section “Seeing Attentional Anchors” demonstrates how REC can contribute to understanding the roots of STEM learning and inform its learning design, focusing on the case of mathematics. (shrink)

One of the most important questions in the young field of numerical cognition studies is how humans bridge the gap between the quantity-related content produced by our evolutionarily ancient brains and the precise numerical content associated with numeration systems like Indo-Arabic numerals. This gap problem is the main focus of this paper. The aim here is to evaluate the extent to which cultural factors can help explain how we come to think about numbers beyond the subitizing range. To do this, (...) I summarize Clark’s notion of a difference maker in explaining complex causation that criss-crosses between mind and world and apply it to Menary’s Open MIND. MIND Group, Frankfurt, 2015a) discussion of mathematical cognition as a case of enculturation. I argue that while Menary’s views on enculturation can help explain what makes the difference between numerate and anumerate cultures, it cannot help specify what makes the difference between numerate and anumerate individuals. I argue that features of enculturation do not provide an account of innovation capable of explaining how individuals manage to improve and modify the practices of their cultural niche. This is because Menary’s construal of the role of enculturation in the development of mathematical cognition focuses mostly on the inheritance and transmission of practices, not on their origins, which involve individual-level understanding, rather than population-level practices and pressures. The upshot is that culture provides the necessary background conditions against which individuals can innovate. This role is crucial in the development of numerical abilities—crucial, but explanatorily limited. (shrink)

Carey has argued that there is a system of core numerical cognition – the analog magnitude system – in which cardinal numbers are explicitly represented in iconic format. While the existence of this system is beyond doubt, this paper aims to show that its representations cannot have the combination of features attributed to them by Carey. According to the argument from abstractness, the representation of the cardinal number of a collection of individuals as such requires the representation of individuals as (...) such, and this in turn requires non-iconic format, from which it is concluded that the explicit representation of the cardinal number of some individuals requires non-iconic representational format. In support of the first premise, an account is given of what approximate cardinal numbers might be, and in support of the second, a direct argument is articulated and defended. Finally, in response to an objection, a second argument for the central thesis is provided. While the discussion is couched in the terms of Carey’s work, the considerations it adduces are perfectly general, and the conclusion should therefore be taken into consideration by all those aiming to characterize the AM system. (shrink)

Many cognitive and evolutionary theories of religion argue that supernatural explanations are byproducts of our cognitive adaptations. An influential argument states that our supernatural explanations result from a tendency to generate anthropomorphic explanations, and that this tendency is a byproduct of an error management strategy because agents tend to be associated with especially high fitness costs. We propose instead that anthropomorphic and other supernatural explanations result as features of a broader toolkit of well-designed cognitive adaptations, which are designed for explaining (...) the abstract and causal structure of complex, unobservable, and uncertain phenomena that have substantial impacts on fitness. Specifically, we argue that (1) mental representations about the abstract vs. the supernatural are largely overlapping, if not identical, and (2) when the data-generating processes for scarce and ambiguous observations are complex and opaque, a naive observer can improve a bias-variance trade-off by starting with a simple, underspecified explanation that Western observers readily interpret as “supernatural.” We then argue that (3) in many cases, knowledge specialists across cultures offer pragmatic services that involve apparently supernatural explanations, and their clients are frequently willing to pay them in a market for useful and effective services. We propose that at least some ethnographic descriptions of religion might actually reflect ordinary and adaptive responses to novel problems such as illnesses and natural disasters, where knowledge specialists possess and apply the best available explanations about phenomena that would otherwise be completely mysterious and unpredictable. (shrink)

This article focuses on social perception, an area of research that lies at the interface between the philosophy of perception and the scientific investigation of human social cognition. Some philosophers and psychologists appeal to resonance mechanisms to show that intentional and goal-directed actions can be perceived. Against these approaches, I show that there is a class of simple goal-directed actions, whose perception does not rely on resonance. I discuss the role of the superior temporal sulcus as the possible neural correlate (...) of perception of goal-directed actions. My proposal is intermediate between claims according to which we perceive intentional actions and claims according to which we cannot perceive goal-directed actions. 1Preliminary Clarifications and Methodology2Does the Perception of Goal-Directed Actions Rest on Resonance?3What Are the Neural Correlates of Social Perception?4From Neural Correlates to the Experience of Goal-Directed Actions5The Development of the Perception of Goal-Directed Actions: A Possible New Role for Resonance6Conclusion: Seeing Goal-Directedness of Actions and Social Perception. (shrink)

Children learn about the world from the testimony of other people, often coming to accept what they are told about a variety of unobservable and indeed counter-intuitive phenomena. However, research on children’s learning from testimony has paid limited attention to the foundations of that capacity. We ask whether those foundations can be observed in infancy. We review evidence from two areas of research: infants’ sensitivity to the emotional expressions of other people; and their capacity to understand the exchange of information (...) through non-verbal gestures and vocalization. We conclude that a grasp of the bi-directional exchange of information is present early in the second year. We discuss the implications for future research, especially across different cultural settings. (shrink)

While it is widely acknowledged that psychology is in the throes of a replication ‘crisis’, relatively little attention has been paid to the role theory plays in our evaluation of replications as ‘failed’ or ‘successful’. This paper applies well-known arguments in philosophy of science about the interplay between theory and experiment to a contemporary case study of infants’ understanding of false belief (Onishi and Baillargeon [2005]), and attempts to replicate it. It argues that the lack of consensus about over-arching theories (...) informing both the concepts under study and the methodologies used to track them means that researchers disagree over which experiments constitute replications of the original. The second part of the paper places this specific debate within a broader discussion of the replication crisis as a crisis of ‘theory’, developing work by Muthukrishna and Henrich ([2018]) and Bird ([2018]). Bird argues that the lack of agreed over-arching theories in psychology means that a high rate of replication failure is to be expected; this paper agrees with his diagnosis but challenges his proposal that more replication will resolve the problem. (shrink)

Rational constructivism is one of the leading theories in developmental psychology. But it is not a purely psychological theory: rational constructivism also makes a number of substantial epistemological claims about both the nature of human rationality and several normative principles that fall squarely into the ambit of epistemology. The aim of this paper is to clarify and defend both theses and several other epistemological claims, as they represent the essential epistemological dimensions of rational constructivism.

The main theme of the article, which by genre falls into the area of semiotically influenced philosophy, is a reflection on the relationship between the human and the non-human, using two partial but parallel discourses. The first discourse is the perspective of general semiotics, which is defined in the article on the basis of two distinct forms of rationality that, in different guises, still intervene in debates about the nature of the humanities and social sciences today. The first form of (...) this rationality is semiological, which can be classified under the encyclopaedic rubric of structuralism, and which has its main source of inspiration in general linguistics and its continuation in philosophical anti-humanism. The second perspective has its origins in Peirce’s logicist theory of the sign and his pragmatist metaphysics, and opens up thinking about the sign, the human, and the non-human to a non-language-centric view of the world. Despite their demonstrable theoretical and methodological incompatibility, the present text treats them as incompatible but largely complementary perspectives. It is in their mutual exposition that one can see the moments in which the view of modern human as a semiological and semiotic animal takes shape. The text brings this fundamental and founding theoretical schism into focus by examining two images from post/modern art: Ted Chiang’s “The Great Silence” and Jorge Luis Borges’ “Averroës’s Search.”. (shrink)

The main theme of the article, which by genre falls into the area of semiotically influenced philosophy, is a reflection on the relationship between the human and the non-human, using two partial but parallel discourses. The first discourse is the perspective of general semiotics, which is defined in the article on the basis of two distinct forms of rationality that, in different guises, still intervene in debates about the nature of the humanities and social sciences today. The first form of (...) this rationality is semiological, which can be classified under the encyclopaedic rubric of structuralism, and which has its main source of inspiration in general linguistics and its continuation in philosophical anti-humanism. The second perspective has its origins in Peirce’s logicist theory of the sign and his pragmatist metaphysics, and opens up thinking about the sign, the human, and the non-human to a non-language-centric view of the world. Despite their demonstrable theoretical and methodological incompatibility, the present text treats them as incompatible but largely complementary perspectives. It is in their mutual exposition that one can see the moments in which the view of modern human as a semiological and semiotic animal takes shape. The text brings this fundamental and founding theoretical schism into focus by examining two images from post/modern art: Ted Chiang’s “The Great Silence” and Jorge Luis Borges’ “Averroës’s Search.”. (shrink)

It is a widely accepted thesis in the cognitive sciences and in naturalistic philosophy of mind that the contents of at least some mental representations are innate. A question that has popped up in discussions concerning innate mental representations is this. Are externalist theories of mental content applicable to the content of innate representations? Views on the matter vary and sometimes conflict. To date, there has been no comprehensive assessment of the relationship between content externalism and content innateness. The aim (...) of this paper is to provide such an assessment. I focus on the notions of innateness that are employed in innateness hypotheses within the cognitive sciences and adjacent fields of philosophy, and on causal externalist theories of content. I distinguish between three accounts of what being innate might amount to in innateness hypotheses within the cognitive sciences, and between three types of causal externalism. I explain what the possibility of innate externalistically individuated representations depends upon given all nine combinations. I explain why causal externalism can be true of innate mental representations, given but one of these combinations. (shrink)

Research in vision science, developmental psychology, and the foundations of cognitive science has led some theorists to posit referential mechanisms similar to indices. This hypothesis has been framed within a Fodorian conception of the early vision module. The article shows that this conception is mistaken, for it cannot handle the ‘interface problem’—roughly, how indexing mechanisms relate to higher cognition and conceptual thought. As a result, I reject the inaccessibility of early vision to higher cognition and make some constructive remarks on (...) the perception–cognition interface. -/- 1 The Case for Visual Indices 1.1 Preliminary assumptions 1.2 Transcendental arguments 1.3 Evidence from vision science 2 Visual Indices, Object Files, and Fodorian Modularity 3 The Interface Problem 3.1 Top-down attention and modularity 3.2 Selective attention and information 4 Revising the Indexing Hypothesis 4.1 Revising the perception–cognition interface 4.2 Revising the modularity of early vision 5 Concluding Remarks. (shrink)

Programming artificial intelligence to make fairness assessments of texts through top-down rules, bottom-up training, or hybrid approaches, has presented the challenge of defining cross-cultural fairness. In this paper a simple method is presented which uses vectors to discover if a verb is unfair or fair. It uses already existing relational social ontologies inherent in Word Embeddings and thus requires no training. The plausibility of the approach rests on two premises. That individuals consider fair acts those that they would be willing (...) to accept if done to themselves. Secondly, that such a construal is ontologically reflected in Word Embeddings, by virtue of their ability to reflect the dimensions of such a perception. These dimensions being: responsibility vs. irresponsibility, gain vs. loss, reward vs. sanction, joy vs. pain, all as a single vector. The paper finds it possible to quantify and qualify a verb as fair or unfair by calculating the cosine similarity of the said verb’s embedding vector against FairVec—which represents the above dimensions. We apply this to Glove and Word2Vec embeddings. Testing on a list of verbs produces an F1 score of 95.7, which is improved to 97.0. Lastly, a demonstration of the method’s applicability to sentence measurement is carried out. (shrink)

An important part of the explanatory role of concepts is that they enable us to combine a wide variety of objects, properties and relations in thought, with contents spanning diverse domains. I discuss an argument that appears to show that paradigmatic non-linguistic representational formats are unsuited to play this role, and thus conceptual representation could not occur in these formats. I show that this argument fails, because it overlooks the possibility of individual concepts being shared between a number of special (...) purpose representational systems. Demonstrating this requires defending the possibility of cross-format redeployment of concepts. (shrink)

Theories of relations between language and conceptual development benefit from empirical evidence for concepts available in infancy, but such evidence is comparatively scarce. Here, we examine early representations of specific concepts, namely, sets of dynamic events corresponding either to predicates involving two variables with a reversible, asymmetric relation between them (such as the set of all events that correspond to a linguistic phrase like “a dog is pushing a car,”) or to comparatively simpler, one-variable predicates (such as the set of (...) events corresponding to a phrase like “a dog is jumping.”). We develop a non-linguistic, anticipatory eye-tracking task that can be administered to both infants and adults, and we use this task to gather evidence for the formation and use of such one-and two-place-predicate classes (which we refer to as event sortals) in 12–24-mo-old infants, and in adults with and without concurrent verbal prose shadowing. Using visually similar stimuli for both the simpler (one-place) and the more complex (reversible, asymmetric, two-place) concepts, we find that infants only show evidence for forming and generalizing one-place event sortals, and, while adults succeed with both kinds in the absence of verbal shadowing, shadowing hampers their ability to form and use the asymmetric two-place event sortals. In a subsequent experiment with adults, we find that if the shadowing material is grammatically impoverished, adults now succeed in forming and using both one- and two-place event sortals. We discuss implications of these results for theories of concept acquisition, and the role of language in this process. (shrink)

What is ‘counterintuitive’? There is general agreement that it refers to a violation of previously held knowledge, but the precise definition seems to vary with every author and study. The aim of this paper is to deconstruct the notion of ‘counterintuitive’ and provide a more philosophically rigorous definition congruent with the history of psychology, recent experimental work in ‘minimally counterintuitive’ concepts, the science vs. religion debate, and the developmental and evolutionary background of human beings. We conclude that previous definitions of (...) counterintuitiveness have been flawed and did not resolve the conflict between a believer’s conception of the supernatural entity (an atypical “real kind”) and the non-believer’s conception (empty name/fictional). Furthermore, too much emphasis has been placed on the universality and (presumed) innateness of intuitive concepts (and hence the criteria for what is counterintuitive)—and far too little attention paid to learning and expertise. We argue that many putatively universal concepts are not innate, but mostly learned and defeasible—part of a religious believer’s repertoire of expert knowledge. Nonetheless, the results from empirical studies about the memorability of counterintuitive concepts have been convincing and it is difficult to improve on existing designs and methodologies. However, future studies in counterintuitive concepts need to embed their work in research about context effects, typicality, the psychology of learning and expertise (for example, the formation of expert templates and range defaults), with more attention to the sources of knowledge (direct and indirect knowledge) and a better idea of what ‘default’ knowledge really is. (shrink)

This paper explores an approach for autonomous generation of symbolic representations from an agent's subsymbolic activities within the agent-environment interaction. The paper describes a psychologically plausible general framework and its various methods for autonomously creating symbolic representations. The symbol generation is accomplished within, and is intrinsic to, a generic and comprehensive cognitive architecture for capturing a wide variety of psychological processes (namely, CLARION). This work points to ways of obtaining more psychologically/cognitively realistic symbolic and subsymbolic representations within the framework of (...) a cognitive architecture, and accentuates the relevance of such an approach to cognitive science and psychology. (shrink)

Programming artificial intelligence to make fairness assessments of texts through top-down rules, bottom-up training, or hybrid approaches, has presented the challenge of defining cross-cultural fairness. In this paper a simple method is presented which uses vectors to discover if a verb is unfair or fair. It uses already existing relational social ontologies inherent in Word Embeddings and thus requires no training. The plausibility of the approach rests on two premises. That individuals consider fair acts those that they would be willing (...) to accept if done to themselves. Secondly, that such a construal is ontologically reflected in Word Embeddings, by virtue of their ability to reflect the dimensions of such a perception. These dimensions being: responsibility vs. irresponsibility, gain vs. loss, reward vs. sanction, joy vs. pain, all as a single vector. The paper finds it possible to quantify and qualify a verb as fair or unfair by calculating the cosine similarity of the said verb’s embedding vector against FairVec—which represents the above dimensions. We apply this to Glove and Word2Vec embeddings. Testing on a list of verbs produces an F1 score of 95.7, which is improved to 97.0. Lastly, a demonstration of the method’s applicability to sentence measurement is carried out. (shrink)

The innate knowledge problem is a classical problem in philosophy, which has been known since the classical antiquity. Plato in his dialogues Meno and Phaedo formulated the doctrine of innate ideas and proposed an early version of the poverty of the stimulus argument, which is the most frequently used argument in innate knowledge debates. In the history of philosophy there was also an opposite view. This approach is often associated with J. Locke’s philosophy. Locke thought that all our knowledge about (...) the world is a product of the universal learning mechanisms whose functioning is based on perception. The question about the presence of innate ideas in the human mind still remains relevant. New findings in cognitive science and neurosciences and also some recent arguments from philosophers contribute to the contemporary discussion between the spokesmen of the rival approaches to this problem. The paper presents the investigation of one of the approaches to solving the problem of innate concepts, which is called a “concept nativism.” It highlights the outstanding characteristics of the concept nativism: (a) domain specificity position, (b) belief that domain-specific mechanisms of learning are innate and (c) belief that at least some concepts are innate. The article also proposes an analysis of notions “innateness” and “idea” which is important for understanding nativists’ approach to innate ideas theory. And finally, it describes the most popular nativists’ arguments: (a) references to empirical studies using the preferential looking technique, (b) the poverty of the stimulus argument and (c) the argument from animals. (shrink)

How are new Bayesian hypotheses generated within the framework of predictive processing? This explanatory framework purports to provide a unified, systematic explanation of cognition by appealing to Bayes rule and hierarchical Bayesian machinery alone. Given that the generation of new hypotheses is fundamental to Bayesian inference, the predictive processing framework faces an important challenge in this regard. By examining several cognitive‐level and neurobiological architecture‐inspired models of hypothesis generation, we argue that there is an essential difference between the two types of (...) models. Cognitive‐level models do not specify how they can be implemented in brains and include structures and assumptions that are external to the predictive processing framework. By contrast, neurobiological architecture‐inspired models, which aim to better resemble brain processes, fail to explain important capacities of cognition, such as categorization and few‐shot learning. The “scaling‐up” challenge for proponents of predictive processing is to explain the relationship between these two types of models using only the theoretical and conceptual machinery of Bayesian inference. (shrink)

In Democracy and Education Dewey has a rich conception of educational flourishing that stands at odds with the instrumentalism about learning endemic to much contemporary educational policy. And his vision posits deep dependencies between the different domains in which education is transformative: the transformation of the individual learner into an inquirer equipped to adapt in a changing environment and the transformations in the social world required for the provision of opportunities for such experiences to all. In this paper, I trace (...) the roots of Dewey’s conception in his account of inquiry. I focus on the key concept of a ‘problem.’ For Dewey, inquiry begins with a problem, but his concept of a problem is challenging and lacks an adequate theoretical rationale. Problems start with disruptions in our environmental engagement that figure in non-knowing encounters. Dewey needs an account of these pre-cognitive disruptions and of what constitutes their resolution. I argue that the account can be found in the aesthetics of experience. This draws upon some of Dewey’s insights regarding our experience of art objects and it finds a central role for the aesthetics of experience as not only the prompt for inquiry and the unification of experience that settles inquiry, but also in what I call the ‘craft of inquiry’ – the very practice of inquiring. If this is right, any adequate account of learning, let alone a pedagogy fit to encourage learning, must have a central role for aesthetics as providing the conditions for the possibility of learning. A proper appreciation of Dewey signals the opportunity for a radical re-thinking of how to shape a pedagogy fit for educational flourishing – a pedagogy designed for inquirers. And it helps us understand better the deep dependencies between the projects of individual and social transformation. (shrink)

This paper attempts to provide a defence for a narrative theory of the self in the face of criticisms from the anti‐narrative camp. It begins by addressing certain uncontroversial premises that both pro‐ and the anti‐narrative camps might be thought to agree on: the status of humans as homo significans or meaning‐makers, the natural form‐finding tendency and certain desiderata for significance and value that we possess, and the raw material of life and its constituents that we proceed from. Whereas the (...) pro‐narrative camp seeks to provide the narrative theory of the self as a valid argument for how we proceed from the raw material of life and undifferentiated experience and these desiderata and tendencies (i.e.: the premises) to a conception of both selfhood and moral responsibility (i.e.: the conclusion), the anti‐narrative camp holds the conclusion to be false and the narrative theory of the self to be invalid. The Parfitian view holds the conception of the self to be ultimately false, whereas the Strawsonian view holds both the conception of the self and the conception of moral responsibility to be ultimately false. The grounds they provide, however, tend to be metaphysical in nature, demonstrating that they have fundamentally misunderstood how the narrative theory of the self functions as a semantic thesis. I will demonstrate certain defects in the metaphysical arguments that anti‐narrativists like Parfit and Strawson have made against what is essentially a semantic thesis about how we make sense of our lives. I will also attempt to shore up the semantic thesis in other relevant aspects. (shrink)

Neurosciences and cognitive sciences provide us with myriad empirical findings that shed light on hypothesised primitive numerical processes in the brain and in the mind. Yet, the hypotheses on which the experiments are based, and hence the results, depend strongly on sophisticated abstract models used to describe and explain neural data or cognitive representations that supposedly are the empirical roots of primary arithmetical activity. I will question the foundational role of such models. I will even cast doubt upon the search (...) for a general and unified philosophical foundation of an empirical science. First, it seems to me hard to draw a global and coherent view from the innumerable and piecemeal neuropsychological experiments and their variable, and sometimes uneasily compatible or fully divergent interpretations. Secondly, I think that the aim of empirical research is to describe dynamical processes, establishing correlations between different sets of data, without meaning to fix an origin or to point to a cause, let alone to a ground. From the very scientific and philosophical point of view it is essential to distinguish between explanations, which provide correlations or, at best, causal mechanisms, and grounding, which involves a claim to some form of determinism. (shrink)

To what extent general intelligence mechanisms are associated with causal thinking is unclear. There has been little work done experimentally to determine which developing cognitive capacities help to integrate causal knowledge into explicit systems. To investigate this neglected aspect of development, 138 children aged 5–11 studying at mainstream primary schools completed a battery of three intelligence tests: one investigating verbal ability (WASI vocabulary), another looking at verbal analogical (Verbal Analogies subset of the WRIT), and a third assessing non-verbal/fluid reasoning (WASI (...) block design). Children were also interviewed over the course of three causal tasks (sinking, absorption, and solution), with the results showing that the developmental paths exhibited uneven profiles across the three causal phenomena. Children consistently found that explaining solution, where substances disappeared toward the end of the process, was more challenging. The confirmatory factor analyses suggested that the impact of cognitive ability factor in explicitly identifying causal relations was large. The proportion of the direct effect of general intelligence was 66% and it subsumed the variances of both verbal measures. Of this, 37% was the indirect effect of age. Fluid reasoning explained a further 28% of the variance, playing a unique role in causal explanation. The results suggested that, overall, cognitive abilities are substantially related to causal reasoning, but not entirely due to developmental differences in “g” during the age periods studied. (shrink)

The article explains the relationship between formal education and cog- nitive development in chapter 6 of Vygostky’s Thought and Language, “The development of scientific concepts in childhood; the design of a working hypothesis”. Subsequently, it frames the proposal of Vygotsky in Annette Karmiloff-Smith’s theory of cognitive development. The thesis is that formal education is fundamental in the child’s mental develop- ment because it enables the child to become aware of spontaneous thin- king, that is, to recognize spontaneous thinking as a (...) particular instance of a more general and abstract thought, namely, the scientific thought. Fina- lly, I set up objections to this thesis and suggest that Vygotsky’s position is not incompatible with current research on conceptual development, but complements it. (shrink)

The linguistic input children receive across early childhood plays a crucial role in shaping their knowledge about the world. To study this input, researchers have begun applying distributional semantic models to large corpora of child‐directed speech, extracting various patterns of word use/co‐occurrence. Previous work using these models has not measured how these patterns may change throughout development, however. In this work, we leverage natural language processing methods—originally developed to study historical language change—to compare caregivers' use of words when talking to (...) younger versus older children. Some words' usage changed more than others; this variability could be predicted based on the word's properties at both the individual and category levels. These findings suggest that caregivers' changing patterns of word use may play a role in scaffolding children's acquisition of conceptual structure in early development. (shrink)

Human emotional experience is organized at multiple levels, only some of which are easily penetrable by or dependent on language. Affects connected with mammalian parental care seem involved in Anna Wierzbicka's example of the experience of Jesus in Gethsemane. However, such affects are not characterizable as she requires, using only NSM's short list of linguistic semantic universals. Following her methodology, even using an enriched NSM really exhaustive of linguistic semantic universals, may involve serious losses of cognitive opportunity. Specifically, it forecloses (...) any possibility of linking language with other cognitive resources to construct novel concepts, as may be needed to understand the deep biologically-based structure of emotion—which, after all, goes far deeper in us than language does. (shrink)