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

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  1. What Goes Around Comes Around: The Evolutionary Roots of the Belief in Immanent Justice.Nicolas Baumard & Coralie Chevallier - 2012 - Journal of Cognition and Culture 12 (1-2):67-80.
    The belief in immanent justice is the expectation that the universe is designed to ensure that evil is punished and virtue rewarded. What makes this belief so ‘natural’? Here, we suggest that this intuition of immanent justice derives from our evolved sense of fairness. In cases where a misdeed is followed by a misfortune, our sense of fairness construes the misfortune as a way to compensate for the misdeed. To test this hypothesis, we designed a set of studies in which (...)
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  • Wired for Society: Cognizing Pathways to Society and Culture.Laurence Kaufmann & Fabrice Clément - 2014 - Topoi 33 (2):459-475.
    While cognitive scientists increase their tentative incursions in the social domains traditionally reserved for social scientists, most sociologists and anthropologists keep decrying those attempts as reductionist or, at least, irrelevant. In this paper, we argue that collaboration between social and cognitive sciences is necessary to understand the impact of the social environment on the shaping of our mind. More specifically, we dwell on the cognitive strategies and early-developing deontic expectations, termed naïve sociology, which enable well-adapted individuals to constitute, maintain and (...)
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  • Beyond Simulation–Theory and Theory–Theory: Why social cognitive neuroscience should use its own concepts to study “theory of mind”.Ian A. Apperly - 2008 - Cognition 107 (1):266-283.
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  • Infants Understand How Testimony Works.Paul L. Harris & Jonathan D. Lane - 2014 - Topoi 33 (2):443-458.
    Children learn about the world from the testimony of other people, often coming to accept what they are told about a variety of unobservable and indeed counter-intuitive phenomena. However, research on children’s learning from testimony has paid limited attention to the foundations of that capacity. We ask whether those foundations can be observed in infancy. We review evidence from two areas of research: infants’ sensitivity to the emotional expressions of other people; and their capacity to understand the exchange of information (...)
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  • Fine-tuning nativism: the 'nurtured nature' and innate cognitive structures.Slobodan Perovic & Ljiljana Radenovic - 2011 - Phenomenology and the Cognitive Sciences 10 (3):399-417.
    S. Oyama’s prominent account of the Parity Thesis states that one cannot distinguish in a meaningful way between nature-based (i.e. gene-based) and nurture-based (i.e. environment-based) characteristics in development because the information necessary for the resulting characteristics is contained at both levels. Oyama as well as P. E. Griffiths and K. Stotz argue that the Parity Thesis has far-reaching implications for developmental psychology in that both nativist and interactionist developmental accounts of psychological capacities that presuppose a substantial nature/nurture dichotomy are inadequate. (...)
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  • The precision of content characterizations.Fabian Hundertmark - 2023 - Philosophical Psychology 36 (3):678-694.
    The contents of representations in non-human animals, human core cognition, and perception cannot precisely be characterized by sentences of a natural language. However, this fact does not stop us from giving imprecise characterizations of these contents through natural language. In this paper, I develop an account of the precision of content characterizations by appealing to possible-world semantics combined with set and measurement theory.
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  • Measuring Counterintuitiveness in Supernatural Agent Dream Imagery.Andreas Nordin & Pär Bjälkebring - 2019 - Frontiers in Psychology 10:465201.
    The present article tests counterintuitiveness theory and methodology in relation to religious dream imagery using data on religious dream content. The endeavor adopts a “fractionated” or “piecemeal” approach where supernatural agent (SA) cognition is held to be a pivotal building block of purportedly religious dreaming. Such supernaturalistic conceptualizations manifests in a cognitive environment of dream simulation processes, threat detection and violation of basic conceptual categorization characterized by counterintuitiveness. By addressing SA cognitions as constituents of allegedly religious dream imagery, additional theorizing (...)
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  • Do Religious Beliefs Have a Place within an ‘Epistemically Naturalized’ Cognitive System?Graham Wood - 2017 - Sophia 56 (4):539-556.
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  • Evolutionary Constraints on Human Object Perception.E. Koopman Sarah, Z. Mahon Bradford & F. Cantlon Jessica - 2017 - Cognitive Science:2126-2148.
    Language and culture endow humans with access to conceptual information that far exceeds any which could be accessed by a non-human animal. Yet, it is possible that, even without language or specific experiences, non-human animals represent and infer some aspects of similarity relations between objects in the same way as humans. Here, we show that monkeys’ discrimination sensitivity when identifying images of animals is predicted by established measures of semantic similarity derived from human conceptual judgments. We used metrics from computer (...)
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  • Impact of feature saliency on visual category learning.Rubi Hammer - 2015 - Frontiers in Psychology 6.
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  • Embodied Spatial Cognition.J. Gregory Trafton & Anthony M. Harrison - 2011 - Topics in Cognitive Science 3 (4):686-706.
    We present a spatial system called Specialized Egocentrically Coordinated Spaces embedded in an embodied cognitive architecture (ACT-R Embodied). We show how the spatial system works by modeling two different developmental findings: gaze-following and Level 1 perspective taking. The gaze-following model is based on an experiment by Corkum and Moore (1998), whereas the Level 1 visual perspective-taking model is based on an experiment by Moll and Tomasello (2006). The models run on an embodied robotic system.
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  • Object concepts and their functional core: Material engagement and canonical uses of objects in early childhood education.Nicolás Alessandroni - forthcoming - Human Arenas.
    Concept formation is a crucial milestone for cognitive development. In the last 40 years, empirical evidence obtained in laboratory settings suggested that babies have a rich conceptual system that expresses in responses to stimuli. However, very little is still known about how concepts develop in every day, ecological contexts. This is due to a lack of studies addressing (i) the intersubjective contexts of activity in which concepts develop and (ii) the meanings that objects that are part of those contexts acquire (...)
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  • Language Reflects “Core” Cognition: A New Theory About the Origin of Cross-Linguistic Regularities.Brent Strickland - 2017 - Cognitive Science 41 (1):70-101.
    The underlying structures that are common to the world's languages bear an intriguing connection with early emerging forms of “core knowledge” (Spelke & Kinzler, 2007), which are frequently studied by infant researchers. In particular, grammatical systems often incorporate distinctions (e.g., the mass/count distinction) that reflect those made in core knowledge (e.g., the non-verbal distinction between an object and a substance). Here, I argue that this connection occurs because non-verbal core knowledge systematically biases processes of language evolution. This account potentially explains (...)
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  • The Transmission of Understanding.Adam Green - 2019 - Res Philosophica 96 (1):43-61.
    There is a substantial literature in epistemology concerning whether knowledge can be transmitted. So-called generative cases of testimony seem to show that testimony cannot transmit knowledge. This article defends the thesis that knowledge transmission by testimony is possible. Once one thinks more carefully about the model of transmission we are employing, however, the stage is set for two surprising results. Supposed counter-examples to knowledge transmission feature transmission in the relevant sense, and, more surprisingly, it is possible to transmit understanding, even (...)
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  • Weighing Up Physical Causes: Effects of Culture, Linguistic Cues and Content.Sieghard Beller, Jie Song & Andrea Bender - 2009 - Journal of Cognition and Culture 9 (3-4):347-365.
    Cross-cultural differences in cognition are often related to one single cultural dimension. Whether this suffices even for simple tasks is examined in the context of causal attribution. Culture-specific attribution biases are well-established for the social domain, but under dispute for the physical domain. In order to identify and assess possible impacts on assigning physical causation, we conducted a cross-cultural experiment with participants from Germany, China and Tonga. Participants were required to identify which of two entities is the ultimate cause for (...)
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  • From Sensations to Concepts: a Proposal for Two Learning Processes.Peter Gärdenfors - 2019 - Review of Philosophy and Psychology 10 (3):441-464.
    This article presents two learning processes in order to explain how children at an early age can transform a complex sensory input to concepts and categories. The first process constructs the perceptual structures that emerge in children’s cognitive development by detecting invariants in the sensory input. The invariant structures involve a reduction in dimensionality of the sensory information. It is argued that this process generates the primary domains of space, objects and actions and that these domains can be represented as (...)
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  • How Infants Learn About the Visual World.Scott P. Johnson - 2010 - Cognitive Science 34 (7):1158-1184.
    The visual world of adults consists of objects at various distances, partly occluding one another, substantial and stable across space and time. The visual world of young infants, in contrast, is often fragmented and unstable, consisting not of coherent objects but rather surfaces that move in unpredictable ways. Evidence from computational modeling and from experiments with human infants highlights three kinds of learning that contribute to infants’ knowledge of the visual world: learning via association, learning via active assembly, and learning (...)
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  • Do infants count like scientists?Andreas Wiefel, Sabina Pauen & Michael Dueck - 2009 - Behavioral and Brain Sciences 32 (3-4):355 - 356.
    We discuss methodological problems and present our own empirical data on calculation tasks in toddlers. We propose to develop enriching theoretical models concerning quantity representations, based on empirical findings from developmental psychology. A revitalization of the debate is worthy, because it is reminiscent of the philosophical dispute on universal entities in scholasticism and Plato's theory of ideal numbers.
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  • Infant Social Withdrawal Behavior: A Key for Adaptation in the Face of Relational Adversity.Sylvie Viaux-Savelon, Antoine Guedeney & Alexandra Deprez - 2022 - Frontiers in Psychology 13.
    As a result of evolution, human babies are born with outstanding abilities for human communication and cooperation. The other side of the coin is their great sensitivity to any clear and durable violation in their relationship with caregivers. Infant sustained social withdrawal behavior was first described in infants who had been separated from their caregivers, as in Spitz's description of “hospitalism” and “anaclitic depression.” Later, ISSWB was pointed to as a major clinical psychological feature in failure-to-thrive infants. Fraiberg also described (...)
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  • Ten-Month-Old Infants’ Reaching Choices for “more”: The Relationship between Inter-Stimulus Distance and Number.Claudia Uller, Callum Urquhart, Jennifer Lewis & Monica Berntsen - 2013 - Frontiers in Psychology 4.
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  • Signature Limits in Mindreading Systems.J. Robert Thompson - 2014 - Cognitive Science 38 (7):1432-1455.
    Recent evidence that young children seem to both understand false belief in one sense, but not in another, has led to two-systems theorizing about mindreading. By analyzing the most detailed two-systems approach in studying social cognition—the theory of mindreading defended by Ian Apperly and Stephen Butterfill—I argue that that even when dutifully constructed, two-systems approaches in social cognition struggle to adequately define the mindreading systems in terms of signature processing limits, an issue that becomes most apparent when investigating mindreading in (...)
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  • How do people apprehend large numerosities?Catherine Sophian & Yun Chu - 2008 - Cognition 107 (2):460-478.
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  • Core knowledge and its limits: The domain of food.Kristin Shutts, Kirsten F. Condry, Laurie R. Santos & Elizabeth S. Spelke - 2009 - Cognition 112 (1):120-140.
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  • Learning Simple Spatial Terms: Core and More.Barbara Landau - 2018 - Topics in Cognitive Science 12 (1):91-114.
    Landau also pushes the role of syntax and its mapping to semantics in learning what some would consider “easy words”—the simplest spatial prepositions in English, in and on. Taking as a starting point that the syntactic distribution of a word is a reflex of its meaning, Landau shows that careful study of how children and adults linguistically encode a range of containment and support configurations reveals a special status for “core” configurations in each domain. She proposes that children come to (...)
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  • Verbal Semantics Drives Early Anticipatory Eye Movements during the Comprehension of Verb-Initial Sentences.Sebastian Sauppe - 2016 - Frontiers in Psychology 7.
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  • Hier bin Ich: Wo bist Du?: The Affiliative Imprinting Phenomenon in the Modern Study of Animal Cognition.Cinzia Chiandetti - 2018 - Gestalt Theory 40 (2):189-205.
    Summary Since its first description, the imprinting phenomenon has been deeply investigated, and researchers can nowadays provide profound knowledge of its functioning. Here, I present how this peculiar form of early exposure learning can be used as a strategy to study animal cognition. Starting from imprinting as a social trigger for the domestic chick and combining it with the unique possibility of accurate control of sensory experiences in this animal model, I present evidence that in artificial environments, imprinting serves as (...)
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  • Qualitative Quantitative and Experimental Concept Possession, Criteria for Identifying Conceptual Change in Science Education.Otto Lappi - 2013 - Science & Education 22 (6):1347-1359.
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  • (1 other version)Looking Across Domains to Understand Infant Representation of Emotion.Paul C. Quinn, Gizelle Anzures, Carroll E. Izard, Kang Lee, Olivier Pascalis, Alan M. Slater & James W. Tanaka - 2011 - Emotion Review 3 (2):197-206.
    A comparison of the literatures on how infants represent generic object classes, gender and race information in faces, and emotional expressions reveals both common and distinctive developments in the three domains. In addition, the review indicates that some very basic questions remain to be answered regarding how infants represent facial displays of emotion, including (a) whether infants form category representations for discrete classes of emotion, (b) when and how such representations come to incorporate affective meaning, (c) the developmental trajectory for (...)
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  • Beyond Verb Meaning: Experimental Evidence for Incremental Processing of Semantic Roles and Event Structure.Markus Philipp, Tim Graf, Franziska Kretzschmar & Beatrice Primus - 2017 - Frontiers in Psychology 8.
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  • A representational account of self-knowledge.Albert Newen & Gottfried Vosgerau - 2007 - Erkenntnis 67 (2):337 - 353.
    Self-knowledge is knowledge of one’s own states (or processes) in an indexical mode of presentation. The philosophical debate is concentrating on mental states (or processes). If we characterize self-knowledge by natural language sentences, the most adequate utterance has a structure like “I know that I am in mental state M”. This common sense characterization has to be developed into an adequate description. In this investigation we will tackle two questions: (i) What precisely is the phenomenon referred to by “self-knowledge” and (...)
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  • (2 other versions)On perception as the basis for object concepts.Nicolás Alessandroni & Cintia Rodríguez - 2019 - Pragmatics and Cognition 26 (2-3):321-356.
    Within cognitive and developmental psychology, it is commonly argued that perception is the basis for object concepts. According to this view, sensory experiences would translate into concepts thanks to the recognition, correlation and integration of physical attributes. Once attributes are integrated into general patterns, subjects would become able to parse objects into categories. In this article, we critically review the three epistemological perspectives according to which it can be claimed that object concepts depend on perception:state non-conceptualism, content non-conceptualism, andcontent conceptualism. (...)
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  • (2 other versions)How to Be Sure.Mohan Matthen - 2014 - Philosophy and Phenomenological Research 88 (1):38-69.
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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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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