Analogical inferences are an important consequence of the way semantic knowledge is represented, that is, with relations as explicit structures that can take arguments. We review evidence that this feature of semantic cognition successfully predicts how quickly and broadly children's concepts change with experience and show that Rogers & McClelland's (R&M's) parallel distributed processing (PDP) model fails to simulate these cognitive changes due to its handling of relational information.

In this prcis we focus on phenomena central to the reaction against similarity-based theories that arose in the 1980s and that subsequently motivated the approach to semantic knowledge. Specifically, we consider (1) how concepts differentiate in early development, (2) why some groupings of items seem to form or coherent categories while others do not, (3) why different properties seem central or important to different concepts, (4) why children and adults sometimes attest to beliefs that seem to contradict their direct experience, (...) (5) how concepts reorganize between the ages of 4 and 10, and (6) the relationship between causal knowledge and semantic knowledge. The explanations our theory offers for these phenomena are illustrated with reference to a simple feed-forward connectionist model. The relationships between this simple model, the broader theory, and more general issues in cognitive science are discussed. (shrink)

This paper proposes the ‘AGENCY model’ of conscious state attribution, according to which an entity's displaying certain relatively simple features (e.g. eyes, distinctive motions, interactive behavior) automatically triggers a disposition to attribute conscious states to that entity. To test the model's predictions, participants completed a speeded object/attribution task, in which they responded positively or negatively to attributions of mental properties (including conscious and non-conscious states) to different sorts of entities (insects, plants, artifacts, etc.). As predicted, participants responded positively to conscious (...) state attributions only for those entities that typically display the simple features identified in the AGENCY model (eyes, distinctive motion, interaction) and took longer to deny conscious states to those entities. (shrink)

The question of how we actually arrive at our knowledge of others’ mental lives is lively debated, and some philosophers defend the idea that mentality is sometimes accessible to perception. In this paper, a distinction is introduced between “mind awareness” and “mental state awareness,” and it is argued that the former at least sometimes belongs to perceptual, rather than cognitive, processing.

Graphical displays of simple moving geometrical figures have been repeatedly used to study the attribution of animacy in human observers. Yet little is known about the relevant movement characteristics responsible for this experience. The present study introduces a novel parametric research paradigm, which allows for the experimental control of specific motion parameters and a predictable influence on the attribution of animacy. Two experiments were conducted using 3D computer animations of one or two objects systematically introducing variations in the following aspects (...) of motion: directionality, discontinuity and responsiveness. Both experiments further varied temporal kinematics. Results showed that animacy experience increased with the time a moving object paused in the vicinity of a second object and with increasing complexity of interaction between the objects . The experience of animacy could be successfully modulated in a parametric fashion by the systematic variation of comparably simple differential movement characteristics. (shrink)

Previous research has shown that the more individuals view observable entities as animate, the more those entities are associated with having psychological and physiological experiences. This study examined the relationship between children's animistic and anthropomorphic reasoning for concepts of unobservable scientific (i.e., germ) and religious (i.e., God) entities. This study further explored how children's conceptions vary according to the social learning opportunities (i.e., discourse, rituals) parents reportedly create. Parent–child dyads with young children from diverse ethnic and religious backgrounds participated. Three (...) central findings emerged. First, children readily associated God with psychobiological characteristics but did not do so to the same extent for germs. Second, children applied more psychobiological properties to both entity types when they believed that the entity was animate. Third, engaging in rituals and discourse with parents was indirectly related to children's concepts of God but not related to their concepts of germs. Overall, this study presented support for a connection between children's animistic and anthropomorphic reasoning for unobservable entities, and an indirect effect of cultural input on this reasoning. The implications of these findings will be discussed. (shrink)