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)

Can concepts be acquired by testing hypotheses about these concepts? Fodor famously argued that this is not possible. Testing the correct hypothesis would require already possessing the concept. I argue that this does not generally hold for mathematical concepts. I discuss specific, empirically motivated, hypotheses for number concepts that can be tested without needing to possess the relevant number concepts. I also argue that one can test hypotheses about the identity conditions of other mathematical concepts, and then fix the application (...) conditions based on those hypotheses—under the assumption that the neo‐logicist view on abstraction principles is correct. (shrink)

In recent years, many philosophers and scientists have argued or accepted that it is impossible to learn primitive sensory concepts like “blue” and “red”. This paper defends a more qualified picture. I try to show that some received characterisations of “learning” are nonequivalent and point towards different learning-nonlearning distinctions. And, on some ways of specifying such a distinction, it might be correct that we do not and cannot “learn” a concept of blue. But on other ways of specifying such a (...) distinction, we can and do sometimes “learn” a concept of blue from experiences of blue. The latter part of the argument connects with some traditional “abstractionist” views, and I defend the present claims in view of some widely circulated concerns about “abstracting” concepts from experience. I close with some reflections on how one might, in view of all this, think about “the learning-nonlearning distinction”. (shrink)

How do we get out knowledge of the natural numbers? Various philosophical accounts exist, but there has been comparatively little attention to psychological data on how the learning process actually takes place. I work through the psychological literature on number acquisition with the aim of characterising the acquisition stages in formal terms. In doing so, I argue that we need a combination of current neologicist accounts and accounts such as that of Parsons. In particular, I argue that we learn the (...) initial segment of the natural numbers on the basis of the Fregean definitions, but do not learn the natural number structure as a whole on the basis of Hume's principle. Therefore, we need to account for some of the consistency of our number concepts with the Dedekind-Peano axioms in other terms. (shrink)

This paper takes a fresh look at the nativism–empiricism debate, presenting and defending a nativist perspective on the mind. Empiricism is often taken to be the default view both in philosophy and in cognitive science. This paper argues, on the contrary, that there should be no presumption in favor of empiricism (or nativism), but that the existing evidence suggests that nativism is the most promising framework for the scientific study of the mind. Our case on behalf of nativism has four (...) parts. (1) We characterize nativism’s core commitments relative to the contemporary debate between empiricists and nativists, (2) we present the positive case for nativism in terms of two central nativist arguments (the poverty of the stimulus argument and the argument from animals), (3) we respond to a number of influential objections to nativist theories, and (4) we explain the nativist approach to the conceptual system. (shrink)

Fodor argued that learning a concept by hypothesis testing would involve an impossible circularity. I show that Fodor's argument implicitly relies on the assumption that actually φ-ing entails an ability to φ. But this assumption is false in cases of φ-ing by luck, and just such luck is involved in testing hypotheses with the kinds of generative random sampling methods that many cognitive scientists take our minds to use. Concepts thus can be learned by hypothesis testing without circularity, and it (...) is plausible that this is how humans in fact acquire at least some of their concepts. (shrink)

Why Theories of Concepts Should Not Ignore the Problem of Acquisition.

In the mental files framework, mental files contain pieces of information. Then, how can we explain the fact that multiple pieces of information are stored in a single mental file? This fact can be called ‘co-filing’. Recanati recommends an account of co-filing as a way to avoid the circularity that can occur when one attempts to explain co-filing in terms of the fact that pieces of information are taken to be about the same object. I argue that his account is (...) far from being satisfactory and that co-filing needs to be regarded as a primitive fact. In other words, co-filing is not what needs to be explained within the mental files framework. The right question to be dealt with is what we can explain based on co-filing. (shrink)

A theory of conceptual development must provide an account of the innate representational repertoire, must characterize how these initial representations differ from the adult state, and must provide an account of the processes that transform the initial into mature representations. In Carey, 2009 (The Origin of Concepts), I defend three theses: 1) the initial state includes rich conceptual representations, 2) nonetheless, there are radical discontinuities between early and later developing conceptual systems, 3) Quinean bootstrapping is one learning mechanism that underlies (...) the creation of new representational resources, enabling such discontinuity. I also claim that the theory of conceptual development developed in The Origin of Concepts addresses two of Fodor's challenges to cognitive science; namely, to show how learning could possibly lead to an increase in expressive power and to defeat Mad Dog Nativism, the thesis that all concepts lexicalized as mono-morphemic words are innate. A recent article by Georges Rey (Mind & Language, 29.2, 2014) argues that my responses to Fodor's challenges fail, because, he says, I fail to distinguish concept possession from manifestation and I do not confront Goodman's new riddle of induction. My response is to show that, and how, new primitives in a language of thought can be learned, that there are easy routes and hard ones to doing so, and that characterizing the learning mechanisms involved is the key to understanding both concept possession and constraints on induction. (shrink)

In her recent (2009) book, The Origins of Concepts, Susan Carey argues that what she calls ‘Quinean Bootstrapping’ and processes of analogy in children show that the expressive power of a mind can be increased in ways that refute Jerry Fodor's (1975, 2008) ‘Mad Dog’ view that all concepts are innate. I argue that it is doubtful any evidence about the manifestation of concepts in children will bear upon the logico-semantic issues of expressive power. Analogy and bootstrapping may be ways (...) to bring about the former, but only by presupposing the very expressive powers Carey is claiming they explain. Analogies must be understood, and bootstrapping involves confirmation of hypotheses already expressible; otherwise they can't select among an infinitude of hypotheses compatible with the finite data the child has encountered, a fact rendered vivid by Goodman's ‘grue’ paradox and Chomsky's poverty of stimulus argument. The problems have special application to minds, since there is no reason to expect a child's concepts to be ‘projectible’ or to correspond to mind-independent natural kinds. I conclude with an ecumenical view that concepts are reasonably regarded as both innate and often learned, and that what is learned can in fact increase what really concerns Carey, the functioning psychological expressive power of the child, even if it leaves untouched what concerns Fodor, the semantic expressive power. Less ecumenically: maybe Fodor (2008) miscast the debate, and the real issue that bothers people concerns not nativism, but an issue on which Carey and Fodor surprisingly agree, his conceptual Atomism, or the view that all mono-morphemic concepts are primitive and unanalyzable. The issue deserves further discussion independently of Mad-doggery. (shrink)

In this article I will evaluate the popular view that we acquire most of our concepts by means of learning. I will do this through an examination of Jerry Fodor’s dissenting views and those of some of his most persistent and significant critics. Although I will be critical of Fodor’s central claim that it is impossible to learn a concept, I will ultimately conclude that we should be more sceptical than is normal about the power of learning when it comes (...) to concept acquisition, particularly with respect to natural kind concepts. Central to my argument for this conclusion will be an examination of the bearings of psychological essentialism on concept acquisition. (shrink)

Over the last several decades, there has been a wealth of illuminating work on processes implicated in social cognition. Much less has been done in articulating how we learn the contours of particular concepts deployed in social cognition, like the concept MENTALISTIC AGENT. Recent developments in learning theory afford new tools for approaching these questions. In this article, I describe some rudimentary ways in which learning theoretic considerations can illuminate philosophically important aspects of the MENTALISTIC AGENT concept. I maintain that (...) MENTALISTIC AGENT is an essentialized concept and that learning-theoretic considerations help explain why the concept is not tied to particular traits. (shrink)