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Fixation of belief and concept acquisition

In Massimo Piattelli-Palmarini (ed.), Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. Harvard University Press. pp. 142--149 (1980)

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  1. Bootstrapping of integer concepts: the stronger deviant-interpretation challenge.Markus Pantsar - 2021 - Synthese 199 (3-4):5791-5814.
    Beck presents an outline of the procedure of bootstrapping of integer concepts, with the purpose of explicating the account of Carey. According to that theory, integer concepts are acquired through a process of inductive and analogous reasoning based on the object tracking system, which allows individuating objects in a parallel fashion. Discussing the bootstrapping theory, Beck dismisses what he calls the "deviant-interpretation challenge"—the possibility that the bootstrapped integer sequence does not follow a linear progression after some point—as being general to (...)
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  • Why the Empirical Study of Non-philosophical Expertise Does not Undermine the Status of Philosophical Expertise.Theodore Bach - 2021 - Erkenntnis 86 (4):999-1023.
    In some domains experts perform better than novices, and in other domains experts do not generally perform better than novices. According to empirical studies of expert performance, this is because the former but not the latter domains make available to training practitioners a direct form of learning feedback. Several philosophers resource this empirical literature to cast doubt on the quality of philosophical expertise. They claim that philosophy is like the dubious domains in that it does not make available the good, (...)
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  • The Child as a Cartesian Thinker: Children's Reasonings About Metaphysical Aspects of Reality.Eugene Subbotsky - 1996 - New York: Psychology Press.
    Originally published in 1996, this book presents and analyses children’s reasonings about fundamental metaphysical problems. The first part describes dialogues with children that were constructed on the basis of Descartes’ _Mediations on First Philosophy_ and which look at children’s ideas about the relationships between true and false knowledge, mental images and physical objects, mind and body, personal existence and the external world, dreams and reality, and the existence of the Supreme Being, among others. The second part of the book draws (...)
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  • A Unified Account of General Learning Mechanisms and Theory‐of‐Mind Development.Theodore Bach - 2014 - Mind and Language 29 (3):351-381.
    Modularity theorists have challenged that there are, or could be, general learning mechanisms that explain theory-of-mind development. In response, supporters of the ‘scientific theory-theory’ account of theory-of-mind development have appealed to children's use of auxiliary hypotheses and probabilistic causal modeling. This article argues that these general learning mechanisms are not sufficient to meet the modularist's challenge. The article then explores an alternative domain-general learning mechanism by proposing that children grasp the concept belief through the progressive alignment of relational structure that (...)
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  • The mental representation of the meaning of words.P. N. Johnson-Laird - 1987 - Cognition 25 (1-2):189-211.
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  • Neural networks, nativism, and the plausibility of constructivism.Steven R. Quartz - 1993 - Cognition 48 (3):223-242.
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  • Futures for philosophy of education.Michael A. Peters - 2008 - Analysis and Metaphysics 7:14-26.
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  • A better best system account of lawhood.Jonathan Cohen & Craig Callender - 2009 - Philosophical Studies 145 (1):1 - 34.
    Perhaps the most significant contemporary theory of lawhood is the Best System (/MRL) view on which laws are true generalizations that best systematize knowledge. Our question in this paper will be how best to formulate a theory of this kind. We’ll argue that an acceptable MRL should (i) avoid inter-system comparisons of simplicity, strength, and balance, (ii) make lawhood epistemically accessible, and (iii) allow for laws in the special sciences. Attention to these problems will bring into focus a useful menu (...)
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  • The concept of a universal learning system as a basis for creating a general mathematical theory of learning.Yury P. Shimansky - 2004 - Minds and Machines 14 (4):453-484.
    The number of studies related to natural and artificial mechanisms of learning rapidly increases. However, there is no general theory of learning that could provide a unifying basis for exploring different directions in this growing field. For a long time the development of such a theory has been hindered by nativists' belief that the development of a biological organism during ontogeny should be viewed as parameterization of an innate, encoded in the genome structure by an innate algorithm, and nothing essentially (...)
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  • Intrinsic Multiperspectivity: Conceptual Forms and the Functional Architecture of the Perceptual System.Rainer Mausfeld - 2011 - In Welsch Wolfgang, Singer Wolf & Wunder Andre (eds.), Interdisciplinary Anthropology. Springer. pp. 19--54.
    It is a characteristic feature of our mental make-up that the same perceptual input situation can simultaneously elicit conflicting mental perspectives. This ability pervades our perceptual and cognitive domains. Striking examples are the dual character of pictures in picture perception, pretend play, or the ability to employ metaphors and allegories. I argue that traditional approaches, beyond being inadequate on principle grounds, are theoretically ill equipped to deal with these achievements. I then outline a theoretical perspective that has emerged from a (...)
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  • Where Concepts Come from: Learning Concepts by Description and by Demonstration.Dylan Sabo - 2014 - Erkenntnis 79 (3):531-549.
    Jerry Fodor’s arguments against the possibility of concept learning, and the responses that have been offered in defense of the coherence of concept learning, have both by and large assumed that concept learning is a descriptive process. I offer an alternative, ostensive approach to concept learning and explain how descriptive concept learning can be explained as a version of ostensive concept learning. I argue that an ostensive view of concept learning offers an empirically plausible and philosophically adequate account of concept (...)
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  • Concepts and nativism.Nicholas Adamson - unknown
    Jerry Fodor has argued that virtually all lexical concepts are innate. I argue against this position, but not, as other have done, on the grounds that the arguments against lexical decomposition upon which Fodor relies are flawed. Rather, I argue that even if lexical concepts cannot be decomposed, the possession conditions for having lexical concepts are nonetheless not innately satisfied.
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  • The content and acquisition of lexical concepts.Richard Horsey - 2006
    This thesis aims to develop a psychologically plausible account of concepts by integrating key insights from philosophy (on the metaphysical basis for concept possession) and psychology (on the mechanisms underlying concept acquisition). I adopt an approach known as informational atomism, developed by Jerry Fodor. Informational atomism is the conjunction of two theses: (i) informational semantics, according to which conceptual content is constituted exhaustively by nomological mind–world relations; and (ii) conceptual atomism, according to which (lexical) concepts have no internal structure. I (...)
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  • Mechanistic explanation and the nature-nurture controversy.William Bechtel & Adele Abrahamsen - 2005 - Bulletin d'Histoire Et d'pistmologie Des Sciences de La Vie 12:75-100.
    Both in biology and psychology there has been a tendency on the part of many investigators to focus solely on the mature organism and ignore development. There are many reasons for this, but an important one is that the explanatory framework often invoked in the life sciences for understanding a given phenomenon, according to which explanation consists in identifying the mechanism that produces that phenomenon, both makes it possible to side-step the development issue and to provide inadequate resources for actually (...)
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  • Novedades emergentes: una propuesta naturalista al aprendizaje práctico.Ximena A. González Grandón - 2014 - Metatheoria – Revista de Filosofía E Historia de la Ciencia 5:129--143.
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