Is the ability to speak a language an acquired skill? Leading proponents of the generative approach to human language—notably Chomsky (2000) and Pinker (2003)—have argued that the thesis that language capacities are skills is hopelessly confused and at odds with a range of empirical evidence, which suggests that human language capacities are grounded in a biologically inherited set of language instincts or a Universal Grammar (UG). In this paper, we argue that resistance to the claim that human language capacities are (...) skills has been fostered by naïve and implausible conceptions of the nature of skilled action. Correcting these misconceptions about the nature of skilled action breathes new life into the old idea that human language competences are particular kinds of skills and does so in a way that is fully consistent with appeals to the central importance of UG, broadly construed. More generally, we argue that by taking human language capacities to be skills, we capture what is right about the generative program while at the same time avoiding its most serious pitfalls. (shrink)

Galen Strawson has contrasting attitudes to consciousness and free will. In the case of the former, he says it is a fundamental element of nature whose denial is the “greatest woo-woo of the human mind.” In the case of the latter, by contrast, he says it is not merely non-existent but “provably impossible.” Why the difference? This paper suggests this distinctive pattern of positions is generated by underestimating the world (to adapt a phrase Strawson uses himself in another context). If (...) you underestimate the world, and correlatively overestimate your level of understanding of the world, it is natural to think both that consciousness is fundamental, and that free will is non-existent. If you don’t underestimate the world, on the other hand, a more uniform and attractive treatment of these topics becomes available. (shrink)

This article defends the view that having a language just is knowing how to engage in communication with it. It also argues that, despite claims to the contrary, this view is compatible and complementary with the Chomskyan conception of language on which humans have languages in virtue of being in brain states realizing tacit knowledge of grammars for those languages.

This compilation of references includes all references for the knowledge-how chapters included in Bengson & Moffett's edited volume. The volume and the compilation of references may serve as a good starting point for people who are unfamiliar with the philosophical literature on knowledge-how.

Mysterianism has become a popular stance in philosophy of consciousness and other philosophical subdisciplines. The aim of this paper is to show that mysterianism is not justified, mainly because its inclination to epistemic defeatism and the misunderstanding of the division of epistemic labour. In the first part, I will present the history of mysterianism in the 19th and 20th century philosophy. Then, in the second part, I will point out how epistemic defeatism is founded in the unwarranted philosophical futurology. The (...) third part will deal with the division of labour in society, language and knowledge. Because of the division of epistemic labour, the understanding is distributed among numerous agents without possibility of individual comprehension. Finally, I will coin the term “ignorance illusion” that plays the central role in the mysterians’ worldview. (shrink)

This paper defends pro-realism, the view that it is better if moral realism is true rather than any of its rivals. After offering an account of philosophical angst, I make three general arguments. The first targets nihilism: in securing the possibility of moral justification and vindication in objecting to certain harms, moral realism secures something that is non-morally valuable and even essential to the meaning and intelligibility of our lives. The second argument targets antirealism: moral realism secures a desirable independence (...) for moral justification that is qualitatively different from the anti-realistic construal of independence that is only explicable in terms of degrees of distance from our subjective responses and attitudes. Finally, I argue that while the pan-expressivist semantic program of quasi-realism has significant effects on what can be appropriately said in meta-ethical discourse, it provides no comfort to the pro-realist who is already angsty about anti-realism. (shrink)

While many linguists view language as either a cognitive or a social phenomenon, it is clearly both: a language can live only in individual minds, but it is learned from examples of utterances produced by speakers engaged in communicative interaction. In other words, language is what (Keller 1994. On language change: The invisible hand in language. London: Taylor & Francis) calls a “phenomenon of the third kind”, emerging from the interaction of a micro-level and a macro-level. Such a dual perspective (...) helps us understand some otherwise puzzling phenomena, including “non-psychological” generalizations, or situations where a pattern which is arguably present in a language is not explicitly represented in most speakers’ minds. This paper discusses two very different examples of such generalizations, genitive marking on masculine nouns in Polish and some restrictions on questions with long-distance dependencies in English. It is argued that such situations are possible because speakers may represent “the same” knowledge at different levels of abstraction: while a few may have extracted an abstract generalization, others approximate their behaviour by relying on memorised exemplars or lexically specific patterns. Thus, a cognitively realistic usage-based construction grammar needs to distinguish between patterns in the usage of a particular speech community (a social phenomenon) and patterns in speakers’ minds (a cognitive phenomenon). (shrink)

This chapter argues that the only tenable unconscious inferences theories of cognitive achievement are ones that employ a theory internal technical notion of representation, but that once we give cash-value definitions of the relevant notions of representation and inference, there is little left of the ordinary notion of representation. We suggest that the real value of talk of unconscious inferences lies in (a) their heuristic utility in helping us to make fruitful predictions, such as about illusions, and (b) their providing (...) a high-level description of the functional organization of subpersonal faculties that makes clear how they equip an agent to navigate its environment and pursue its goals. (shrink)

Games, which philosophers commonly invoke as models for diverse phenomena, are plausibly understood in terms of rules and goals, but this gives rise to two puzzles. The first concerns the identity of a single game over time. Intuitively one and the same game can undergo a change in rules, as when the rules of chess were modified so that a pawn could be moved two squares forward on its first move. Yet if games are individuated in terms of their constitutive (...) rules and goals, this is incoherent—new rules mean a new game. The second concerns the individuation of games at a point in time. Intuitively, there can be different versions of a single game, where the versions differ in the details of their rules. I offer a solution to this problem that draws on an analogy with individuating languages. The resulting theory should illuminate the metaphysics of games more generally. (shrink)

Numbers are concepts whose content, structure, and organization are influenced by the material forms used to represent and manipulate them. Indeed, as argued here, it is the inclusion of multiple forms (distributed objects, fingers, single- and two-dimensional forms like pebbles and abaci, and written notations) that is the mechanism of numerical elaboration. Further, variety in employed forms explains at least part of the synchronic and diachronic variability that exists between and within cultural number systems. Material forms also impart characteristics like (...) linearity that may persist in the form of knowledge and behaviors, ultimately yielding numerical concepts that are irreducible to and functionally independent of any particular form. Material devices used to represent and manipulate numbers also interact with language in ways that reinforce or contrast different aspects of numerical cognition. Not only does this interaction potentially explain some of the unique aspects of numerical language, it suggests that the two are complementary but ultimately distinct means of accessing numerical intuitions and insights. The potential inclusion of materiality in contemporary research in numerical cognition is advocated, both for its explanatory power, as well as its influence on psychological, behavioral, and linguistic aspects of numerical cognition. (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)

High-level cognitions can enter consciousness through the activation of certain action sets and the presentation of external stimuli (“set-based entry,” for short). Set-based entry arises in a manner that is involuntary and systematic. In the Reflexive Imagery Task, for example, subjects are presented with visual objects and instructed to not think of the names of the objects. Involuntary subvocalizations arise on roughly 80% of the trials. We examined whether or not set-based entry can also occur in the case of involuntary (...) counting. Subjects in Experiment 1A were instructed to not count the number of objects presented in an array. Involuntary counting arose on a high proportion of the trials (a mean proportion of ∼0.90) for stimulus arrays having 2–5 objects, and such counting arose less frequently across trials when the array consisted of 6–10 objects (a mean proportion of ∼0.21). The data from Experiment 1B revealed that, when people choose to perform Set X, they also experience thoughts about an unselected Set (Set Y ). Subjects were trained on one set (e.g., to “color name”) and then, when presented with stimuli, were given the choice to perform the trained set or a novel set. Consistent with theories proposing that the conscious contents represent several potential action plans, subjects were equally likely to experience set-related imagery or set-unrelated imagery. Our findings regarding set-based entry are relevant to many subfields of psychology and neuroscience (e.g., the study of high-level mental processes, attention, imagery, and action control). (shrink)

The mental realm seems different to the physical realm; the mental is thought to be dependent on, yet distinct from the physical. But how, exactly, are the two realms supposed to be different, and what, exactly, creates the seemingly insurmountable juxtaposition between the mental and the physical? This review identifies and discusses five marks of the mental, features that set characteristically mental phenomena apart from the characteristically physical phenomena. These five marks (intentionality, consciousness, free will, teleology, and normativity) are not (...) presented as a set of features that define mentality. Rather, each of them is something we seem to associate with phenomena we consider mental, and each of them seems to be in tension with the physical view of reality in its own particular way. It is thus suggested how there is no single mind-body problem, but a set of distinct but interconnected problems. Each of these separate problems is analyzed, and their differences, similarities and connections are identified. This provides a useful basis for future theoretical work on psychology and philosophy of mind, that until now has too often suffered from unclarities, inadequacies, and conflations. (shrink)

According to some philosophers, we are “cognitively closed” to the answers to certain problems. McGinn has taken the next step and offered a list of examples: the mind/body problem, the problem of the self and the problem of free will. There are naturalistic, scientific answers to these problems, he argues, but we cannot reach them because of our cognitive limitations. In this paper, we take issue with McGinn's thesis as the most well-developed and systematic one among the so-called “new mysterians”. (...) McGinn aims to establish a strong, representational notion of cognitive closure: a principled inaccessibility of a true theory of certain properties of the world, but he offers arguments that only bear on difficulties with psychologically grasping the correct answers. The latter we label psychological closure. We argue that representational closure does not follow from psychological closure, and that McGinn's case therefore falters. We could very well be able to represent the correct answer to some question, even without being able to grasp that answer psychologically. McGinn's mistake in deriving representational closure from psychological closure rests on a fallacy of equivocation relating to the concept of ‘understanding’. By making this distinction explicit, we hope to improve our thinking about the limits of science in particular and human knowledge in general. (shrink)

In the generative tradition, the language faculty has been shrinking—perhaps to include only the mechanism of recursion. This paper argues that even this view of the language faculty is too expansive. We first argue that a language faculty is difficult to reconcile with evolutionary considerations. We then focus on recursion as a detailed case study, arguing that our ability to process recursive structure does not rely on recursion as a property of the grammar, but instead emerges gradually by piggybacking on (...) domain-general sequence learning abilities. Evidence from genetics, comparative work on non-human primates, and cognitive neuroscience suggests that humans have evolved complex sequence learning skills, which were subsequently pressed into service to accommodate language. Constraints on sequence learning therefore have played an important role in shaping the cultural evolution of linguistic structure, including our limited abilities for processing recursive structure. Finally, we re-evaluate some of the key considerations that have often been taken to require the postulation of a language faculty. (shrink)

This article considers how professional knowledge should be assessed. It is maintained that the assessment of professional know-how raises distinctive issues from the assessment of know-how more generally. Intellectualist arguments which suggest that someone's giving an account of how to F should suffice for attributing to them knowledge of how to F are set out. The arguments fail to show that there is no necessary distinction between two kinds of know-how, namely the ability to F and knowing that w is (...) a way to F, such that the latter is more fundamental. The consequences of this failure for our understanding of professional assessment are then considered. The issue of the assessment of tacit knowledge is then addressed. It is concluded that there is no context-dependent codifiable or articulable propositional knowledge of how to F which could be substituted for being able to F and that therefore tacit knowledge can only be assessed in performance. The parallel with Gettier cases is reviewed and it is concluded that the provenance of accounts of and justifications for the attribution of know-how are not matters of indifference to its assessment. Finally, the question of evaluability or what Ryle would have called the applicability of intelligence epithets is discussed in relation to its relevance to our procedures for assessing practical knowledge. Once again, it is concluded that excellent performance is necessary to attribute excellence in know-how. However, the ability to give an account of how and why an agent would do something in hypothetical circumstances is also very important for the assessment of professional knowledge. (shrink)

What is the primary function of consciousness in the nervous system? The answer to this question remains enigmatic, not so much because of a lack of relevant data, but because of the lack of a conceptual framework with which to interpret the data. To this end, we have developed Passive Frame Theory, an internally coherent framework that, from an action-based perspective, synthesizes empirically supported hypotheses from diverse fields of investigation. The theory proposes that the primary function of consciousness is well-circumscribed, (...) serving the 'somatic nervous system[. For this system, consciousness serves as a frame that constrains and directs skeletal muscle output, thereby yielding adaptive behavior. The mechanism by which consciousness achieves this is more counterintuitive, passive, and “low level” than the kinds of functions that theorists have previously attributed to consciousness. Passive frame theory begins to illuminate (a) what consciousness contributes to nervous function, (b) how consciousness achieves this function, and (c) the neuroanatomical substrates of conscious processes. Our untraditional, action-based perspective focuses on olfaction instead of on vision and is 'descriptive' (describing the products of nature as they evolved to be) rather than 'normative' (construing processes in terms of how they should function). Passive frame theory begins to isolate the neuroanatomical, cognitive-mechanistic, and representational (e.g., conscious contents) processes associated with consciousness. (shrink)

Some prominent scientists and philosophers have stated openly that moral and political considerations should influence whether we accept or promulgate scientific theories. This widespread view has significantly influenced the development, and public perception, of intelligence research. Theories related to group differences in intelligence are often rejected a priori on explicitly moral grounds. Thus the idea, frequently expressed by commentators on science, that science is “self-correcting”—that hypotheses are simply abandoned when they are undermined by empirical evidence—may not be correct in all (...) contexts. In this paper, documentation spanning from the early 1970s to the present is collected, which reveals the influence of scientists’ moral and political commitments on the study of intelligence. It is suggested that misrepresenting findings in science to achieve desirable social goals will ultimately harm both science and society. (shrink)

From the premise that our biology imposes cognitive constraints on our epistemic activities, a series of prominent authors – most notably Fodor, Chomsky and McGinn – have argued that we are cognitively closed to certain aspects and properties of the world. Cognitive constraints, they argue, entail cognitive closure. I argue that this is not the case. More precisely, I detect two unwarranted conflations at the core of arguments deriving closure from constraints. The first is a conflation of what I will (...) refer to as ‘representation’ and ‘object of representation’. The second confuses the cognitive scope of the assisted mind for that of the unassisted mind. Cognitive closure, I conclude, cannot be established from pointing out the (uncontroversial) existence of cognitive constraints. (shrink)

The creative aspect of language use provides a set of phenomena that a science of language must explain. It is the “central fact to which any signi- ficant linguistic theory must address itself” and thus “a theory of language that neglects this ‘creative’ aspect is of only marginal interest” (Chomsky 1964: 7–8). Therefore, the form and explanatory depth of linguistic science is restricted in accordance with this aspect of language. In this paper, the implications of the creative aspect of language (...) use for a scientific theory of language will be discussed, noting the possible further implications for a science of the mind. It will be argued that a corollary of the creative aspect of language use is that a science of language can study the mechanisms that make language use possible, but that such a science cannot explain how these mechanisms enter into human action in the form of language use. (shrink)

Epstein et al. attribute second language learning to the forces of transfer and language universals. They show that transfer is minimally involved in certain types of learning and therefore conclude that universals are involved. However, they forget to consider the important role of learning in second language acquisition.

One can disagree with Müller that it is neurobiologically questionable to suppose that human language is innate, specialized, and species-specific, yet agree that the precise brain mechanisms controlling language in any individual will be influenced by epigenesis and genetic variability, and that the interplay between inherited and acquired aspects of linguistic capacity deserves to be investigated.

Müller provides a valuable synthesis of neurobiological evidence on the epigenetic development of neural structures involved in language acquisition. The pluripotentiality of developing neural tissue crucially constrains linguistic/cognitive theorizing about supposedly innate neural mechanisms and contributes significantly to our understanding of experience–dependent processes involved in language acquisition. Without this understanding, any proposed explanation of language acquisition is suspect.

Neurobiological models of language need a level of analysis that can account for the typical range of language phenomena. Because linguistically motivated models have been successful in explaining numerous language properties, it is premature to dismiss them as biologically irrelevant. Models attempting to unify neurobiology and linguistics need to be sensitive to both sources of evidence.

Contrary to Müller's claims, and in support of modular theories, genetic factors play a substantial and significant role in language. The finding that some children with specific language impairment (SLI) have nonlinguistic impairments may reflect improper diagnosis of SLI or impairments that are secondary to linguistic impairments. Thus, such findings do not argue against the modularity thesis. The lexical/functional distinction appears to be innate and specifically linguistic and could be instantiated in either symbolic or connectionist systems.

La discusión acerca de funciones es de larga data en filosofía. Normalmente se describe a la revolución científica del siglo XVII como eliminando las causas finales y la teleología de la física. Sin embargo, el lenguaje funcional cumple un papel central en ciertas áreas de la práctica biológica. Esto ha llevado a muchos filósofos a intentar elucidar el concepto de función, en algunos casos para defender la relevancia de estos usos, en otros para mostrar que se trata de meras formas (...) de hablar que podrían ser eliminadas sin pérdida de ningún tipo de información relevante. El objetivo principal de este trabajo es mostrar la necesidad de apelar a conceptos funcionales para una reconstrucción adecuada de la teoría de la selección natural darwiniana. Pues, se utiliza lenguaje funcional en la conceptualización del campo de aplicación de esta teoría, y tal campo debe ser determinable con independencia la teoría de la selección natural. (shrink)

The contents of our conscious mind can seem unpredictable, whimsical, and free from external control. When instructed to attend to a stimulus in a work setting, for example, one might find oneself thinking about household chores. Conscious content thus appears different in nature from reflex action. Under the appropriate conditions, reflexes occur predictably, reliably, and via external control. Despite these intuitions, theorists have proposed that, under certain conditions, conscious content resembles reflexes and arises reliably via external control. We introduce the (...) Reflexive Imagery Task, a paradigm in which, as a function of external control, conscious content is triggered reliably and unintentionally: When instructed to not subvocalize the name of a stimulus object, participants reliably failed to suppress the set-related imagery. This stimulus-elicited content is considered ‘high-level’ content and, in terms of stages of processing, occurs late in the processing stream. We discuss the implications of this paradigm for consciousness research. (shrink)

In this paper I discuss Terrence Deacon's hypothesis about the origin of human aesthetic faculty, which he interprets as a by-product of human acquisition of language. In discussing Deacon's hypothesis I introduce the question about the adoption of exaptive evolutionary hypotheses in studies on human evolution and especially on human evolution of aesthetic faculty.

Since the publication of Fodor's (1983) The Modularity of Mind, there have been quite a few discussions of cognitive modularity among cognitive scientists. Generally, in those discussions, modularity means a property of specialized cognitive processes or a domain-specific body of information. In actuality, scholars understand modularity in many different ways. Different characterizations of modularity and modules were proposed and discussed, but they created misunderstanding and confusion. In this article, I classified and analyzed different approaches to modularity and argued for the (...) unity of modularity. Modularity is a multidimensional property consisting of features from several dimensions specifying different aspects of cognition. Among those, there are core features of modularity, and these core features form a cross-dimensional unity. Despite the diverse and liberal characterizations, modularity contributes to cognitive science because of the unity of the core features. (shrink)

To what extent, if any, does Universal Grammar (UG) constrain second language (L2) acquisition? This is not only an empirical question, but one which is currently investigable. In this context, L2 acquisition is emerging as an important new domain of psycholinguistic research. Three logical possibilities have been articulated regarding the role of UG in L2 acquisition: The first is the hypothesis that claims that no aspect of UG is available to the L2 learner. The second is the hypothesis that claims (...) that only LI instantiated principles and LI instantiated parameter-values of UG are available to the learner. The third, called the hypothesis, asserts that UG in its entirety constrains L2 acquisition. (shrink)

An anti-dispositionalist interpretation of grammatical knowledge would maintain that such knowledge exists whether or not it can be behaviourally manifested; a dispositionalist interpretation, on the other hand, would identify that knowledge with the in principle possibility of certain behavioural manifestations. The purpose of this paper is to present a preliminary case for the dispositionalist interpretation by accomplishing two complementary tasks: first, rejecting a prominent argument against the dispositionalist interpretation; second, advancing an original argument against the anti-dispositionalist interpretation. Both tasks involve (...) rebuttals of certain key theses associated with Chomskyan grammatical metatheory, and therefore, provide new opportunities for assessing its viability. -/- . (shrink)

In this article, we develop a hierarchical Bayesian model of learning in a general type of artificial language‐learning experiment in which learners are exposed to a mixture of grammars representing the variation present in real learners’ input, particularly at times of language change. The modeling goal is to formalize and quantify hypothesized learning biases. The test case is an experiment (Culbertson, Smolensky, & Legendre, 2012) targeting the learning of word‐order patterns in the nominal domain. The model identifies internal biases of (...) the experimental participants, providing evidence that learners impose (possibly arbitrary) properties on the grammars they learn, potentially resulting in the cross‐linguistic regularities known as typological universals. Learners exposed to mixtures of artificial grammars tended to shift those mixtures in certain ways rather than others; the model reveals how learners’ inferences are systematically affected by specific prior biases. These biases are in line with a typological generalization—Greenberg's Universal 18—which bans a particular word‐order pattern relating nouns, adjectives, and numerals. (shrink)

Evolutionary linguistics is methodologically inspired by evolutionary psychology and the neo-Darwinian, selectionist approach. Language is claimed to have evolved by means of natural selection. The focus therefore lies not on how language evolved, but on finding out why language evolved. This latter question is answered by identifying the functional benefits and adaptive status that language provides, from which in turn selective pressures are deduced. This article analyses five of the most commonly given pressures or reasons why presumably language evolved. I (...) demonstrate that these reasons depend on functional definitions of what language is. To undo this bias, I suggest that scholars move away from the ?why? and ?what for? questions of language evolution, and focus on how language actually evolved. The latter project inquires into the distinct evolutionary mechanisms enabling the evolution of the anatomical and sociocultural traits underlying linguistic behaviour. (shrink)

This article explores Jürgen Habermas’s critical employment of Noam Chomsky’s insights and the philosophical assumptions that motivate or justify Habermas’s early enrichment of his universal pragmatics with material drawn from generative linguistics. The investigation of the influence Chomsky’s theory has exerted on Habermas aims to clarify what Habermas means by universalism, reason embedded in language and the universal core of communicative competence—away from various misinterpretations of Habermas’s rationalist commitments and from reductive, conventionalist readings of his notion of consensus. Much against (...) hasty and unexamined incriminations of Habermasian pragmatics, a turn to a neglected and scantly researched topic such as the philosophical affinity of some Chomskian and Habermasian themes (and to the philosophical justification of the points where Chomsky and Habermas part company) will retrieve the kind of depth and nuance that may lead us beyond facile and simplistic understandings of what discursively reaching consensus might mean from a Habermasian point of view. (shrink)

This article examines how a class of emerging technologies—specifically, radical cognitive enhancements and artificial intelligence—has the potential to influence the future of philosophy. The article argues that progress in philosophy has been impeded, in part, by two specific constraints imposed on us by the natural architecture of our cognitive systems. Both of these constraints, though, could in principle be overcome by certain cognitive technologies currently being researched and/or developed. It surveys a number of these technologies, and then looks at a (...) particular metaphilosophical stance (called “inflationism”) that advocates amplifying the abilities of philosophers rather than reducing the ambitions of philosophy, given the apparent “teleological gap” between philosophy's ultimate goal (i.e., “the truth”) and the limited capacities of our evolved mental machinery. (shrink)

Modal arguments like the Knowledge Argument, the Conceivability Argument and the Inverted Spectrum Argument could be used to argue for experiential primitivism; the view that experiential truths aren’t entailed from nonexperiential truths. A way to resist these arguments is to follow Stoljar (Ignorance and imagination. Oxford University Press, Oxford, 2006) and plead ignorance of a type of experience-relevant nonexperiential truth. If we are ignorant of such a truth, we can’t imagine or conceive of the various sorts of scenarios that are (...) required to make these arguments sound. While I am sympathetic to this response, in this article I will argue that we have good reason to believe that this particular ignorance hypothesis is false. (shrink)

Descartes argued that productivity, namely our ability to generate an unlimited number of new thoughts or ideas from previous ones, derives from a single undividable source in the human soul. Cognitive scientists, in contrast, have viewed productivity as a modular phenomenon. According to this latter view, syntactic, semantic, musical or visual productivity emerges each from their own generative engines in the human brain. Recent evidence has, however, led some authors to revitalize the Cartesian theory. According to this view, a single (...) source or a single mechanism in the human brain produces productivity in every cognitive domain, whether in the domain of music, semantics or syntax. In this article, we will address recent evidence concerning the single source hypothesis from brain-imaging studies, linguistics, cognitive theories of music perception, biology of cognition and cognitive development, along with several objections that have been presented against this hypothesis. We formulate two versions of the Cartesian theory which combine the more recent computational theory of cognition with Descartes' view on productivity. (shrink)

: Phenomenal knowledge usually comes from experience. But it need not. For example, one could know what it’s like to see red without seeing red—indeed, without having any color experiences. Daniel Dennett (2007) and Pete Mandik (forthcoming) argue that this and related considerations undermine the knowledge argument against physicalism. If they are right, then this is not only a problem for anti‐physicalists. Their argument threatens to undermine any version of phenomenal realism— the view that there are phenomenal properties, or qualia, (...) that are not conceptually reducible to physical or functional properties. I will argue that this threat is illusory. Explaining why will clarify what is and is not at issue in discussions of the knowledge argument and phenomenal realism. This will strengthen the case for physically and functionally irreducible qualia. 2 Phenomenal knowledge usually comes from experience. For example, I know what it’s like to see red because I have done so. Does knowing what it’s like to have an experience with phenomenal character X require having an experience with X? No. A famous counterexample is Hume’s missing shade of blue, in which one can extrapolate from phenomenally similar experiences (A Treatise of Human Nature, Bk. I, Pt. I, Sec. I).1 One might think that a weaker version of the no‐phenomenal‐knowledge‐without‐experience thesis remains tenable, e.g., that knowing what it’s like to see in color requires having or having had color experiences. But this thesis also seems doubtful. Peter Unger (1966) devised plausible counterexamples over four decades ago, and since then others (e.g., Lewis 1988, Alter 1998, Stoljar 2005) have done the same. One could have phenomenal knowledge of color experiences without having such experiences. Indeed, one could have such knowledge without having experiences that are remotely like color experiences. What is the significance of this observation for contemporary debates about consciousness and physicalism? Daniel Dennett (2007) and Pete Mandik (forthcoming) suggest that it undermines the knowledge argument against physicalism.2 That is because they take the claim that someone who has never seen in color could not know what it’s like to see in color to be the basis of the knowledge argument’s main epistemic premise: the premise that (roughly put) 3 no amount of physical knowledge is sufficient for phenomenal knowledge of color experiences. If they are right, then this is not only a problem for anti‐ physicalists. Many physicalists (e.g., Loar 1990/97, Papineau 2002, 2007) accept the knowledge argument’s epistemic premise. Dennett’s and Mandik’s arguments threaten all versions of what David Chalmers (2003) calls phenomenal realism, the view that there are phenomenal properties, or qualia, that are not conceptually reducible to physical or functional properties.3 I will argue that this threat is illusory. Explaining why will clarify what is and is not at issue in discussions of the knowledge argument and phenomenal realism. The net result will be to strengthen the case for physically inexplicable qualia. (shrink)

We present a series of arguments for logical nativism, focusing mainly on the meaning of disjunction in human languages. We propose that all human languages are logical in the sense that the meaning of linguistic expressions corresponding to disjunction (e.g. English or , Chinese huozhe, Japanese ka ) conform to the meaning of the logical operator in classical logic, inclusive- or . It is highly implausible, we argue, that children acquire the (logical) meaning of disjunction by observing how adults use (...) disjunction. Findings from studies of child language acquisition and from cross-linguistic research invite the conclusion that children do not learn to be logical—it comes naturally to them. (shrink)

The essay is critically examines the conceptual problems with the influential modularity model of mind. We shall see that one of the essential characters of modules, namely informational encapsulation, is not only inessential, it ties a knot at a crucial place blocking the solution to the problem of understanding the formation of concepts from percepts (nodes of procedural knowledge). Subsequently I propose that concept formation takes place by modulation of modules leading to cross-representations, which were otherwise prevented by encapsulation. It (...) must be noted that the argument is not against modular architecture, but a variety of an architecture that prevents interaction among modules. This is followed by a brief argument demonstrating that module without modularization, i.e. without developmental history, is impossible. Finally the emerging picture of cognitive development is drawn in the form of the layers in the fabric of mind, with a brief statement of the possible implications. (shrink)

Poverty of the Stimulus Arguments have convinced many linguists and philosophers of language that a domain specific language acquisition device (LAD) is necessary to account for language learning. Here we review empirical evidence that casts doubt on the necessity of this domain specific device. We suggest that more attention needs to be paid to the early stages of language acquisition. Many seemingly innate language-related abilities have to be learned over the course of several months. Further, the language input contains rich (...) stochastic information that can be accessed by domain-general learning mechanisms. Computer simulation has shown how mechanisms that are not domain specific can exploit the information contained in language. We conclude that (i) Poverty of the Stimulus Arguments need to be conceptually clarified and (ii) more empirical research needs to be carried out before we can rule out that data driven general purpose mechanisms can account for language learning. (shrink)