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  1. How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals.Michelle Ann Kline - 2015 - Behavioral and Brain Sciences 38:e31.
    The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that disputes about the nature (...)
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  • Origins of the Qualitative Aspects of Consciousness: Evolutionary Answers to Chalmers' Hard Problem.Jonathan Y. Tsou - 2012 - In Liz Swan (ed.), Origins of Mind. Springer. pp. 259--269.
    According to David Chalmers, the hard problem of consciousness consists of explaining how and why qualitative experience arises from physical states. Moreover, Chalmers argues that materialist and reductive explanations of mentality are incapable of addressing the hard problem. In this chapter, I suggest that Chalmers’ hard problem can be usefully distinguished into a ‘how question’ and ‘why question,’ and I argue that evolutionary biology has the resources to address the question of why qualitative experience arises from brain states. From this (...)
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  • Reference and Response.Louis deRosset - 2011 - Australasian Journal of Philosophy 89 (1):19-36.
    A standard view of reference holds that a speaker's use of a name refers to a certain thing in virtue of the speaker's associating a condition with that use that singles the referent out. This view has been criticized by Saul Kripke as empirically inadequate. Recently, however, it has been argued that a version of the standard view, a /response-based theory of reference/, survives the charge of empirical inadequacy by allowing that associated conditions may be largely or even entirely implicit. (...)
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  • The risks of rationalising cognitive development.Beatrice de Gelder - 1994 - Behavioral and Brain Sciences 17 (4):713-714.
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  • Anatomy of hierarchical information processing.Terrence W. Deacon - 1991 - Behavioral and Brain Sciences 14 (4):555-557.
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  • Redescribing redescription.Terry Dartnall - 1994 - Behavioral and Brain Sciences 17 (4):712-713.
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  • Creativity, combination, and cognition.Terry Dartnall - 1994 - Behavioral and Brain Sciences 17 (3):537-537.
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  • Innate knowledge and linguistic principles.Peter W. Culiover - 1991 - Behavioral and Brain Sciences 14 (4):615-616.
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  • Language acquisition in the absence of experience.Stephen Crain - 1991 - Behavioral and Brain Sciences 14 (4):597-612.
    A fundamental goal of linguistic theory is to explain how natural languages are acquired. This paper describes some recent findings on how learners acquire syntactic knowledge for which there is little, if any, decisive evidence from the environment. The first section presents several general observations about language acquisition that linguistic theory has tried to explain and discusses the thesis that certain linguistic properties are innate because they appear universally and in the absence of corresponding experience. A third diagnostic for innateness, (...)
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  • Charting the course of language development.Stephen Crain - 1991 - Behavioral and Brain Sciences 14 (4):639-650.
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  • Hierarchies and tool-using strategies.Kevin J. Connolly & Edison de J. Manoel - 1991 - Behavioral and Brain Sciences 14 (4):554-555.
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  • Whence the motive for collaboration?John Collier - 1993 - Behavioral and Brain Sciences 16 (3):517-518.
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  • The cognizer's innards: A psychological and philosophical perspective on the development of thought.Andy Clark & Annette Karmiloff-Smith - 1993 - Mind and Language 8 (4):487-519.
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  • Beyond eliminativism.Andy Clark - 1989 - Mind and Language 4 (4):251-79.
    There is a school of thought which links connectionist models of cognition to eliminativism-the thesis that the constructs of commonsense psychology do not exist. This way of construing the impact of connectionist modelling is, I argue, deeply mistaken and depends crucially on a shallow analysis of the notion of explanation. I argue that good, higher level descriptions may group together physically heterogenous mechanisms, and that the constructs of folk psychology may fulfil such a grouping function even if they fail to (...)
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  • Tool use in Cebus: Its relation to object manipulation, the brain, and ecological adaptations.Suzanne Chevalier-Skolnikoff - 1989 - Behavioral and Brain Sciences 12 (3):610-627.
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  • Spontaneous tool use and sensorimotor intelligence in Cebus compared with other monkeys and apes.Suzanne Chevalier-Skolnikoff - 1989 - Behavioral and Brain Sciences 12 (3):561-588.
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  • False beliefs and naive beliefs: They can be good for you.Roberto Casati & Marco Bertamini - 2009 - Behavioral and Brain Sciences 32 (6):512-513.
    Naive physics beliefs can be systematically mistaken. They provide a useful test-bed because they are common, and also because their existence must rely on some adaptive advantage, within a given context. In the second part of the commentary we also ask questions about when a whole family of misbeliefs should be considered together as a single phenomenon.
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  • Representational redescription and cognitive architectures.Antonella Carassa & Maurizio Tirassa - 1994 - Behavioral and Brain Sciences 17 (4):711-712.
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  • Representational redescription and cognitive architectures.Antonella Carassa & Maurizio Tirassa - 1994 - Carassa, Antonella and Tirassa, Maurizio (1994) Representational Redescription and Cognitive Architectures. [Journal (Paginated)] 17 (4):711-712.
    We focus on Karmiloff-Smith's Representational redescription model, arguing that it poses some problems concerning the architecture of a redescribing system. To discuss the topic, we consider the implicit/explicit dichotomy and the relations between natur al language and the language of thought. We argue that the model regards how knowledge is employed rather than how it is represented in the system.
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  • What's getting redescribed?Robert L. Campbell - 1994 - Behavioral and Brain Sciences 17 (4):710-711.
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  • On doing the impossible.Robert L. Campbell - 1994 - Behavioral and Brain Sciences 17 (3):535-537.
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  • Not in the absence of experience.Helen Smith Caims - 1991 - Behavioral and Brain Sciences 14 (4):614-615.
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  • Hierarchical levels of imitation.R. W. Byrne - 1993 - Behavioral and Brain Sciences 16 (3):516-517.
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  • Analogy programs and creativity.Bruce D. Burns - 1994 - Behavioral and Brain Sciences 17 (3):535-535.
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  • What is the difference between real creativity and mere novelty?Alan Bundy - 1994 - Behavioral and Brain Sciences 17 (3):533-534.
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  • Do we “acquire” culture or vice versa?Jerome Bruner - 1993 - Behavioral and Brain Sciences 16 (3):515-516.
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  • Simians, space, and syntax: Parallels between human language and primate social cognition.Leslie Brothers & Michael J. Raleigh - 1991 - Behavioral and Brain Sciences 14 (4):613-614.
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  • Lady Lovelace had it right: Computers originate nothing.Selmer Bringsjord - 1994 - Behavioral and Brain Sciences 17 (3):532-533.
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  • Two Models of Moral Judgment.Shane Bretz & Ron Sun - 2018 - Cognitive Science 42 (S1):4-37.
    This paper compares two theories and their two corresponding computational models of human moral judgment. In order to better address psychological realism and generality of theories of moral judgment, more detailed and more psychologically nuanced models are needed. In particular, a motivationally based theory of moral judgment is developed in this paper that provides a more accurate account of human moral judgment than an existing emotion-reason conflict theory. Simulations based on the theory capture and explain a range of relevant human (...)
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  • Using behavior to explain behavior.Marc N. Branch - 1989 - Behavioral and Brain Sciences 12 (3):594-595.
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  • Social-emotional and auto-operational roots of cultural (peer) learning.Stein Braten - 1993 - Behavioral and Brain Sciences 16 (3):515-515.
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  • Towards a new image of culture in wild chimpanzees?Christophe Boesch - 1993 - Behavioral and Brain Sciences 16 (3):514-515.
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  • Representational redescription: A question of sequence.Margaret A. Boden - 1994 - Behavioral and Brain Sciences 17 (4):708-708.
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  • Précis of The creative mind: Myths and mechanisms.Margaret A. Boden - 1994 - Behavioral and Brain Sciences 17 (3):519-531.
    What is creativity? One new idea may be creative, whereas another is merely new: What's the difference? And how is creativity possible? These questions about human creativity can be answered, at least in outline, using computational concepts. There are two broad types of creativity, improbabilist and impossibilist. Improbabilist creativity involves novel combinations of familiar ideas. A deeper type involves METCS: the mapping, exploration, and transformation of conceptual spaces. It is impossibilist, in that ideas may be generated which – with respect (...)
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  • Creativity: A framework for research.Margaret A. Boden - 1994 - Behavioral and Brain Sciences 17 (3):558-570.
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  • A Fodorian guide to Switzerland: Jung and Piaget combined?Péter Bodor & Csaba Pléh - 1994 - Behavioral and Brain Sciences 17 (4):709-710.
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  • What does language acquisition tell us about language evolution?Paul Bloom - 1991 - Behavioral and Brain Sciences 14 (4):553-554.
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  • The real problem with constructivism.Paul Bloom & Karen Wynn - 1994 - Behavioral and Brain Sciences 17 (4):707-708.
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  • Syntax is not as simple as it seems.Derek Bickerton - 1991 - Behavioral and Brain Sciences 14 (4):552-553.
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  • In defense of development.Ruth A. Berman - 1991 - Behavioral and Brain Sciences 14 (4):612-613.
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  • Cognitive explanations: Plausibility is not enough.Irwin S. Bernstein - 1989 - Behavioral and Brain Sciences 12 (3):593-594.
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  • Tools, terms, and telencephalons: Neural correlates of “complex’ and “intelligent” behavior”.Marc Bekoff - 1989 - Behavioral and Brain Sciences 12 (3):591-593.
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  • What's the tool and where's the goal?Kim A. Barda & Jacques Vauclair - 1989 - Behavioral and Brain Sciences 12 (3):590-591.
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  • Sharing a perspective precedes the understanding of that perspective.John Barresi & Chris Moore - 1993 - Behavioral and Brain Sciences 16 (3):513-514.
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  • A developmental theory requires developmental data.Kim A. Bard - 1993 - Behavioral and Brain Sciences 16 (3):511-512.
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  • Are children with autism acultural?Simon Baron-Cohen - 1993 - Behavioral and Brain Sciences 16 (3):512-513.
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  • Does “spontaneous” behavior require “cognitive special creation”?John D. Baldwin - 1989 - Behavioral and Brain Sciences 12 (3):589-590.
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  • What’s in a link: Associative and taxonomic priming effects in the infant lexicon.Natalia Arias-Trejo & Kim Plunkett - 2013 - Cognition 128 (2):214-227.
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  • What's Special About the Development of the Human Mind/Brain?Annette Karmiloff-Smith & Andy Clark - 1993 - Mind and Language 8 (4):569-581.
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  • The Child is a Theoretician, Not an Inductivist.Annette Karmiloff-Smith - 1988 - Mind and Language 3 (3):183-196.
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