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The arguments of Fodor, Garret, Walker and Parkes [(1980) Against definitions, Cognition, 8, 263-367] are the source of widespread skepticism in cognitive science about lexical semantic structure. Whereas the thesis that lexical items, and the concepts they express, have decompositional structure (i.e. have significant constituents) was at one time "one of those ideas that hardly anybody [in the cognitive sciences] ever considers giving up" (p. 264), most researchers now believe that "[a]ll the evidence suggests that the classical [(decompositional)] view is (...) |
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In (1959), Carnap famously attacked Heidegger for having constructed an insane metaphysics based on a misconception of both the logical form and the semantics of ordinary language. In what follows, it will be argued that, once one appropriately (i.e., in a Russellian fashion) reads Heidegger’s famous sentence that should paradigmatically exemplify such a misconception, i.e., “the nothing nothings”, there is nothing either logically or semantically wrong with it. The real controversy as to how that sentence has to be evaluated—not as (...) |
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This paper develops some respects in which the philosophy of mathematics can fruitfully be informed by mathematical practice, through examining Frege's Grundlagen in its historical setting. The first sections of the paper are devoted to elaborating some aspects of nineteenth century mathematics which informed Frege's early work. (These events are of considerable philosophical significance even apart from the connection with Frege.) In the middle sections, some minor themes of Grundlagen are developed: the relationship Frege envisions between arithmetic and geometry and (...) |
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Jerrold J. Katz often explained his semantic theory by way of an analogy with physical atomism and an attendant analogy with chemistry. In this chapter, I track the origin and uses of these analogies by Katz, both in explaining and defending his decompositional semantic theory, through the various phases of his work throughout his career. |
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Certain of our concepts are innate, but many others are learned. Despite the plausibility of this claim, some have argued that the very idea of concept learning is incoherent. I present a conception of learning that sidesteps the arguments against the possibility of concept learning, and sketch several mechanisms that result in the generation of new primitive concepts. Given the rational considerations that motivate their deployment, I argue that these deserve to be called learning mechanisms. I conclude by replying to (...) |
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This thesis studies the role of conceptual content in inference and reasoning. The first two chapters offer a theoretical and historical overview of the relation between inference and meaning in philosophy and psychology. In particular, a critical analysis of the formality thesis, i.e., the idea that rational inference is a rule-based and topic-neutral mechanism, is advanced. The origins of this idea in logic and its influence in philosophy and cognitive psychology are discussed. Chapter 3 consists of an analysis of the (...) |
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Quine famously argued that analyticity is indefinable, since there is no good account of analyticity in terms of synonymy, and intensions are of no help since there are no intensions. Yet if there are intensions, the question still remains as to the right account of analyticity in terms of them. On the assumption that intensions must be admitted, the present paper considers two such accounts. The first analyzes analyticity in terms of concept identity, and the second analyzes analyticity in terms (...) |
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