The proposal that the concept of innateness expresses a 'folk biological' theory of the 'inner natures' of organisms was tested by examining the response of biologically naive participants to a series of realistic scenarios concerning the development of birdsong. Our results explain the intuitive appeal of existing philosophical analyses of the innateness concept. They simultaneously explain why these analyses are subject to compelling counterexamples. We argue that this explanation undermines the appeal of these analyses, whether understood as analyses of the (...) vernacular concept or as explications of that concept for the purposes of science. (shrink)

The Baldwin effect is a process by which learnt traits become gradually incorporated into the genome through a Darwinian mechanism. From its inception, the Baldwin effect has been regarded with skepticism. The objective of this paper is to relativize this assessment. Our contribution is two-fold. To begin with, we provide a taxonomy of the different arguments that have been advocated in its defense, and distinguish between three justificatory dimensions—feasibility, explanatory relevance and likelihood—that have been unduly conflated. Second, we sharpen the (...) debate by providing an evolutionary game theoretic perspective that is able to generalize previous results. The upshot of this paper is that the mechanism envisaged by Baldwin is less puzzling than commonly thought. (shrink)

According to an influential view in contemporary cognitive science, many human cognitive capacities are innate. The primary support for this view comes from ‘poverty of stimulus’ arguments. In general outline, such arguments contrast the meagre informational input to cognitive development with its rich informational output. Consider the ease with which humans acquire languages, become facile at attributing psychological states (‘folk psychology’), gain knowledge of biological kinds (‘folk biology’), or come to understand basic physical processes (‘folk physics’). In all these cases, (...) the evidence available to a growing child is far too thin and noisy for it to be plausible that the underlying principles involved are derived from general learning mechanisms. This only alternative hypothesis seems to be that the child’s grasp of these principles is innate. (Cf. Laurence and Margolis, 2001.). (shrink)