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American Psychologist 55 (11):1233-1243 (2000)

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  1. (2 other versions)How to Be Sure.Mohan Matthen - 2014 - Philosophy and Phenomenological Research 88 (1):38-69.
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  • Individualism versus interactionism about social understanding.Judith Martens & Tobias Schlicht - 2018 - Phenomenology and the Cognitive Sciences 17 (2):245-266.
    In the debate about the nature of social cognition we see a shift towards theories that explain social understanding through interaction. This paper discusses autopoietic enactivism and the we-mode approach in the light of such developments. We argue that a problem seems to arise for these theories: an interactionist account of social cognition makes the capacity of shared intentionality a presupposition of social understanding, while the capacity of engaging in scenes of shared intentionality in turn presupposes exactly the kind of (...)
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  • Exploring the Relation between the Sense of Other and the Sense of Us: Core Agency Cognition, Emergent Coordination, and the Sense of Agency.Judith Martens - 2018 - Journal of Social Philosophy 49 (1):38-60.
    It has been claimed that a sense of us is presupposed for shared intentions to be possible. Searle introduced this notion together with the notion of the sense of the other. in joint action. It argues that the sense of the other is a necessary condition for a sense of us. Whereas thisarticle distinguishes between the “sense of the other” and the “sense of us” and elaborates on their role the sense of the other is immediate and automatic, the sense (...)
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  • Cognitive architecture and descent with modification☆.G. Marcus - 2006 - Cognition 101 (2):443-465.
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  • WEIRD languages have misled us, too.Asifa Majid & Stephen C. Levinson - 2010 - Behavioral and Brain Sciences 33 (2-3):103-103.
    The linguistic and cognitive sciences have severely underestimated the degree of linguistic diversity in the world. Part of the reason for this is that we have projected assumptions based on English and familiar languages onto the rest. We focus on some distortions this has introduced, especially in the study of semantics.
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  • Preschool children master the logic of number word meanings.Jennifer S. Lipton & Elizabeth S. Spelke - 2006 - Cognition 98 (3):57-66.
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  • Noema and Noesis. Part II: Functions of Noematic Synthesis.Wojciech Krysztofiak - 2020 - Axiomathes 30 (3):269-287.
    In the paper, being the second part of the work entitled Noema and Noesis, the formal model of the noematic synthesis functions is presented. Together with functions of noetic synthesis, they are understood as components of functions of intentional reference, which are to be, in turn, formalizations of intentional acts of reference performed in the stream of consciousness. Noemata are understood as mental representations associated with mental worlds. The processes of their synthesis in the mind engage the work of many (...)
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  • Indexed Natural Numbers in Mind: A Formal Model of the Basic Mature Number Competence. [REVIEW]Wojciech Krysztofiak - 2012 - Axiomathes 22 (4):433-456.
    The paper undertakes three interdisciplinary tasks. The first one consists in constructing a formal model of the basic arithmetic competence, that is, the competence sufficient for solving simple arithmetic story-tasks which do not require any mathematical mastery knowledge about laws, definitions and theorems. The second task is to present a generalized arithmetic theory, called the arithmetic of indexed numbers (INA). All models of the development of counting abilities presuppose the common assumption that our simple, folk arithmetic encoded linguistically in the (...)
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  • Contrasting preschoolers’ verbal reasoning in an object-individuation task with young infants’ preverbal feats.Horst Krist, Karoline Karl & Markus Krüger - 2016 - Cognition 157 (C):205-218.
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  • Preschoolers’ selective learning is guided by the principle of relevance.Annette Me Henderson, Mark A. Sabbagh & Amanda L. Woodward - 2013 - Cognition 126 (2):246-257.
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  • Primate Sociality to Human Cooperation.Kristen Hawkes - 2014 - Human Nature 25 (1):28-48.
    Developmental psychologists identify propensities for social engagement in human infants that are less evident in other apes; Sarah Hrdy links these social propensities to novel features of human childrearing. Unlike other ape mothers, humans can bear a new baby before the previous child is independent because they have help. This help alters maternal trade-offs and so imposes new selection pressures on infants and young children to actively engage their caretakers’ attention and commitment. Such distinctive childrearing is part of our grandmothering (...)
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  • Psych verbs, the linking problem, and the acquisition of language.Joshua K. Hartshorne, Timothy J. O’Donnell, Yasutada Sudo, Miki Uruwashi, Miseon Lee & Jesse Snedeker - 2016 - Cognition 157 (C):268-288.
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  • Prolegomena to a cognitive investigation of Euclidean diagrammatic reasoning.Yacin Hamami & John Mumma - 2013 - Journal of Logic, Language and Information 22 (4):421-448.
    Euclidean diagrammatic reasoning refers to the diagrammatic inferential practice that originated in the geometrical proofs of Euclid’s Elements. A seminal philosophical analysis of this practice by Manders (‘The Euclidean diagram’, 2008) has revealed that a systematic method of reasoning underlies the use of diagrams in Euclid’s proofs, leading in turn to a logical analysis aiming to capture this method formally via proof systems. The central premise of this paper is that our understanding of Euclidean diagrammatic reasoning can be fruitfully advanced (...)
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  • Epistemology and Counterintuitiveness: Role and Relationship in Epidemiology of Cultural Representations.Justin Gregory & Justin Barrett - 2009 - Journal of Cognition and Culture 9 (3-4):289-314.
    Forty-nine members of the Oxford public took part in a controlled free-recall experiment, the first 'minimal counterintuitiveness theory' study to control concept inferential potential and participant selective-attention timing. Recall of counterintuitive ideas was compared with recall of ideas expressing necessary epistemic incongruence, analytically true ideas, and ordinary control ideas. The items expressing necessary epistemic incongruence had better recall than other items. MCI items had a mnemonic advantage over intuitive templates for participants twenty-five years and younger after a one-week delay, but (...)
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  • Domain-Creating Constraints.Robert L. Goldstone & David Landy - 2010 - Cognitive Science 34 (7):1357-1377.
    The contributions to this special issue on cognitive development collectively propose ways in which learning involves developing constraints that shape subsequent learning. A learning system must be constrained to learn efficiently, but some of these constraints are themselves learnable. To know how something will behave, a learner must know what kind of thing it is. Although this has led previous researchers to argue for domain-specific constraints that are tied to different kinds/domains, an exciting possibility is that kinds/domains themselves can be (...)
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  • On the adaptive advantage of always being right (even when one is not).Nathalia L. Gjersoe & Bruce M. Hood - 2009 - Behavioral and Brain Sciences 32 (6):521-522.
    We propose another positive illusion that fits with McKay & Dennett's (M&D's) criteria for adaptive misbeliefs. This illusion is pervasive in adult reasoning but we focus on its prevalence in children's developing theories. It is a strongly held conviction arising from normal functioning of the doxastic system that confers adaptive advantage on the individual.
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  • Representing Concepts in Formal Ontologies: Compositionality vs. Typicality Effects".Marcello Frixione & Antonio Lieto - 2012 - Logic and Logical Philosophy 21 (4):391-414.
    The problem of concept representation is relevant for many sub-fields of cognitive research, including psychology and philosophy, as well as artificial intelligence. In particular, in recent years it has received a great deal of attention within the field of knowledge representation, due to its relevance for both knowledge engineering as well as ontology-based technologies. However, the notion of a concept itself turns out to be highly disputed and problematic. In our opinion, one of the causes of this state of affairs (...)
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  • The Roles of Evolution in the Social Sciences: Is Biology Ballistic?Bradley Franks - 2014 - Journal for the Theory of Social Behaviour 44 (3):288-305.
    This paper discusses some widespread but often not fully articulated views concerning the possible roles of biology and evolution in the social sciences. Such views cluster around a set of intuitions that suggest that evolution's role is “ballistic”: it constitutes a starting point for mind that has been, and is, superseded by the role of culture and social construction. An implication is that evolved and the socially constructed aspects of mind are separable and independent, with the latter being the primary (...)
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  • Do non‐verbal number systems shape grammar? Numerical cognition and Number morphology compared.Francesca Franzon, Chiara Zanini & Rosa Rugani - 2019 - Mind and Language 34 (1):37-58.
    Number morphology (e.g., singular vs. plural) is a part of the grammar that captures numerical information. Some languages have morphological Number values, which express few (paucal), two (dual), three (trial) and sometimes (possibly) four (quadral). Interestingly, the limit of the attested morphological Number values matches the limit of non‐verbal numerical cognition. The latter is based on two systems, one estimating approximate numerosities and the other computing exact numerosities up to three or four. We compared the literature on non‐verbal number systems (...)
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  • Getting beyond the “convenience sample” in research on early cognitive development.Anne Fernald - 2010 - Behavioral and Brain Sciences 33 (2-3):91 - 92.
    Research on the early development of fundamental cognitive and language capacities has focused almost exclusively on infants from middle-class families, excluding children living in poverty who may experience less cognitive stimulation in the first years of life. Ignoring such differences limits our ability to discover the potentially powerful contributions of environmental support to the ontogeny of cognitive and language abilities.
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  • From faces to hands: Changing visual input in the first two years.Caitlin M. Fausey, Swapnaa Jayaraman & Linda B. Smith - 2016 - Cognition 152 (C):101-107.
    Human development takes place in a social context. Two pervasive sources of social information are faces and hands. Here, we provide the first report of the visual frequency of faces and hands in the everyday scenes available to infants. These scenes were collected by having infants wear head cameras during unconstrained everyday activities. Our corpus of 143 hours of infant-perspective scenes, collected from 34 infants aged 1 month to 2 years, was sampled for analysis at 1/5 Hz. The major finding (...)
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  • Violations of Core Knowledge Shape Early Learning.Aimee E. Stahl & Lisa Feigenson - 2019 - Topics in Cognitive Science 11 (1):136-153.
    This paper discusses recent evidence that violations of core knowledge offer special learning opportunities for infants and young children. Children make predictions about the world from the youngest ages. When their fail to match observed data, they show an enhanced drive to seek and retain new information about entities that violated their expectations. Finally, the authors draw comparisons between children and adults, and with other species, to explore how surprise shapes thought more broadly.
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  • Affect is a form of cognition: A neurobiological analysis.Seth Duncan & Lisa Feldman Barrett - 2007 - Cognition and Emotion 21 (6):1184-1211.
    In this paper, we suggest that affect meets the traditional definition of “cognition” such that the affect–cognition distinction is phenomenological, rather than ontological. We review how the affect–cognition distinction is not respected in the human brain, and discuss the neural mechanisms by which affect influences sensory processing. As a result of this sensory modulation, affect performs several basic “cognitive” functions. Affect appears to be necessary for normal conscious experience, language fluency, and memory. Finally, we suggest that understanding the differences between (...)
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  • What do monkeys know about others’ knowledge?Lindsey A. Drayton & Laurie R. Santos - 2018 - Cognition 170 (C):201-208.
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  • Acquiring an understanding of design: evidence from children's insight problem solving.Margaret Anne Defeyter & Tim P. German - 2003 - Cognition 89 (2):133-155.
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  • The innateness hypothesis and mathematical concepts.Helen3 De Cruz & Johan De Smedt - 2010 - Topoi 29 (1):3-13.
    In historical claims for nativism, mathematics is a paradigmatic example of innate knowledge. Claims by contemporary developmental psychologists of elementary mathematical skills in human infants are a legacy of this. However, the connection between these skills and more formal mathematical concepts and methods remains unclear. This paper assesses the current debates surrounding nativism and mathematical knowledge by teasing them apart into two distinct claims. First, in what way does the experimental evidence from infants, nonhuman animals and neuropsychology support the nativist (...)
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  • Correspondences between what infants see and know about causal and self-propelled motion.Jessica B. Cicchino, Richard N. Aslin & David H. Rakison - 2011 - Cognition 118 (2):171-192.
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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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  • Open questions and a proposal: A critical review of the evidence on infant numerical abilities.Lisa Cantrell & Linda B. Smith - 2013 - Cognition 128 (3):331-352.
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  • What are modules and what is their role in development?Stephen Andrew Butterfill - 2007 - Mind and Language 22 (4):450–473.
    Modules are widely held to play a central role in explaining mental development and in accounts of the mind generally. But there is much disagreement about what modules are, which shows that we do not adequately understand modularity. This paper outlines a Fodoresque approach to understanding one type of modularity. It suggests that we can distinguish modular from nonmodular cognition by reference to the kinds of process involved, and that modular cognition differs from nonmodular forms of cognition in being a (...)
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  • The evolution of general intelligence.Judith M. Burkart, Michèle N. Schubiger & Carel P. van Schaik - 2017 - Behavioral and Brain Sciences 40:e195.
    The presence of general intelligence poses a major evolutionary puzzle, which has led to increased interest in its presence in nonhuman animals. The aim of this review is to critically evaluate this question and to explore the implications for current theories about the evolution of cognition. We first review domain-general and domain-specific accounts of human cognition in order to situate attempts to identify general intelligence in nonhuman animals. Recent studies are consistent with the presence of general intelligence in mammals (rodents (...)
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  • The phonological mind.Iris Berent - 2013 - Trends in Cognitive Sciences 17 (7):319-327.
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  • Probing the Cultural Constitution of Causal Cognition – A Research Program.Andrea Bender & Sieghard Beller - 2016 - Frontiers in Psychology 7.
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  • Agents and Patients in Physical Settings: Linguistic Cues Affect the Assignment of Causality in German and Tongan.Andrea Bender & Sieghard Beller - 2017 - Frontiers in Psychology 8.
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  • Non-symbolic arithmetic in adults and young children.Hilary Barth, Kristen La Mont, Jennifer Lipton, Stanislas Dehaene, Nancy Kanwisher & Elizabeth Spelke - 2006 - Cognition 98 (3):199-222.
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  • Melting Lizards and Crying Mailboxes: Children's Preferential Recall of Minimally Counterintuitive Concepts.Konika Banerjee, Omar S. Haque & Elizabeth S. Spelke - 2013 - Cognitive Science 37 (7):1251-1289.
    Previous research with adults suggests that a catalog of minimally counterintuitive concepts, which underlies supernatural or religious concepts, may constitute a cognitive optimum and is therefore cognitively encoded and culturally transmitted more successfully than either entirely intuitive concepts or maximally counterintuitive concepts. This study examines whether children's concept recall similarly is sensitive to the degree of conceptual counterintuitiveness (operationalized as a concept's number of ontological domain violations) for items presented in the context of a fictional narrative. Seven- to nine-year-old children (...)
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  • Marcus Giaquinto. Visual thinking in mathematics: An epistemological study. [REVIEW]Jeremy Avigad - 2009 - Philosophia Mathematica 17 (1):95-108.
    Published in 1891, Edmund Husserl's first book, Philosophie der Arithmetik, aimed to ‘prepare the scientific foundations for a future construction of that discipline’. His goals should seem reasonable to contemporary philosophers of mathematics: "…through patient investigation of details, to seek foundations, and to test noteworthy theories through painstaking criticism, separating the correct from the erroneous, in order, thus informed, to set in their place new ones which are, if possible, more adequately secured. 1"But the ensuing strategy for grounding mathematical knowledge (...)
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  • The Problem of Context for Similarity: An Insight from Analogical Cognition.Pauline Armary, Jérôme Dokic & Emmanuel Sander - 2018 - Philosophies 3 (4):39--0.
    Similarity is central for the definition of concepts in several theories in cognitive psychology. However, similarity encounters several problems which were emphasized by Goodman in 1972. At the end of his article, Goodman banishes similarity from any serious philosophical or scientific investigations. If Goodman is right, theories of concepts based on similarity encounter a huge problem and should be revised entirely. In this paper, we would like to analyze the notion of similarity with some insight from psychological works on analogical (...)
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  • Five Reasons to Doubt the Existence of a Geometric Module.Alexandra D. Twyman & Nora S. Newcombe - 2010 - Cognitive Science 34 (7):1315-1356.
    It is frequently claimed that the human mind is organized in a modular fashion, a hypothesis linked historically, though not inevitably, to the claim that many aspects of the human mind are innately specified. A specific instance of this line of thought is the proposal of an innately specified geometric module for human reorientation. From a massive modularity position, the reorientation module would be one of a large number that organized the mind. From the core knowledge position, the reorientation module (...)
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  • The Place of Development in the History of Psychology and Cognitive Science.Gabriella Airenti - 2019 - Frontiers in Psychology 10:422967.
    In this article, I analyze how the relationship of developmental psychology with general psychology and cognitive science has unfolded. This historical analysis will provide a background for a critical examination of the present state of the art. I shall argue that the study of human mind is inherently connected with the study of its development. From the beginning of psychology as a discipline, general psychology and developmental psychology have followed parallel and relatively separated paths. This separation between adult and child (...)
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  • Aesthetic opacity.Emanuele Arielli - 2017 - Proceedings of the European Society for Aesthetics.
    Are we really sure to correctly know what do we feel in front ofan artwork and to correctly verbalize it? How do we know what weappreciate and why we appreciate it? This paper deals with the problem ofintrospective opacity in aesthetics (that is, the unreliability of self-knowledge) in the light of traditional philosophical issues, but also of recentpsychological insights, according to which there are many instances ofmisleading intuition about one’s own mental processes, affective states orpreferences. Usually, it is assumed that (...)
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  • Cognitivism about Epistemic Modality.David Elohim - manuscript
    This paper aims to vindicate the thesis that cognitive computational properties are abstract objects implemented in physical systems. I avail of the equivalence relations countenanced in Homotopy Type Theory, in order to specify an abstraction principle for epistemic intensions. The homotopic abstraction principle for epistemic intensions provides an epistemic conduit into our knowledge of intensions as abstract objects. I examine, then, how intensional functions in Epistemic Modal Algebra are deployed as core models in the philosophy of mind, Bayesian perceptual psychology, (...)
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  • Skepticism and Information.Eric T. Kerr & Duncan Pritchard - 2012 - In Hilmi Demir (ed.), Philosophy of Engineering and Technology Volume 8. Springer.
    Philosophers of information, according to Luciano Floridi (The philosophy of information. Oxford University Press, Oxford, 2010, p 32), study how information should be “adequately created, processed, managed, and used.” A small number of epistemologists have employed the concept of information as a cornerstone of their theoretical framework. How this concept can be used to make sense of seemingly intractable epistemological problems, however, has not been widely explored. This paper examines Fred Dretske’s information-based epistemology, in particular his response to radical epistemological (...)
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  • Realism, Truthmakers, and Language: A study in meta-ontology and the relationship between language and metaphysics.J. T. M. Miller - 2014 - Dissertation, Durham University
    Metaphysics has had a long history of debate over its viability, and substantivity. This thesis explores issues connected to the realism question within the domain of metaphysics, ultimately aiming to defend a realist, substantive metaphysics by responding to so-called deflationary approaches, which have become prominent, and well supported within the recent metametaphysical and metaontological literature. To this end, I begin by examining the changing nature of the realism question. I argue that characterising realism and anti-realism through theories of truth unduly (...)
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