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 (...) learned. General cognitive constraints, when combined with rich inputs, can establish domains, rather than these domains necessarily preexisting prior to learning. Knowledge is structured and richly differentiated, but its “skeleton” must not always be preestablished. Instead, the skeleton may be adapted to fit patterns of co-occurrence, task requirements, and goals. Finally, we argue that for models of development to demonstrate genuine cognitive novelty, it will be helpful for them to move beyond highly preprocessed and symbolic encodings that limit flexibility. We consider two physical models that learn to make tone discriminations. They are mechanistic models that preserve rich spatial, perceptual, dynamic, and concrete information, allowing them to form surprising new classes of hypotheses and encodings. (shrink)

The article explains the relationship between formal education and cog- nitive development in chapter 6 of Vygostky’s Thought and Language, “The development of scientific concepts in childhood; the design of a working hypothesis”. Subsequently, it frames the proposal of Vygotsky in Annette Karmiloff-Smith’s theory of cognitive development. The thesis is that formal education is fundamental in the child’s mental develop- ment because it enables the child to become aware of spontaneous thin- king, that is, to recognize spontaneous thinking as a (...) particular instance of a more general and abstract thought, namely, the scientific thought. Fina- lly, I set up objections to this thesis and suggest that Vygotsky’s position is not incompatible with current research on conceptual development, but complements it. (shrink)

Gleitman and Trueswell’s “The easy words” forms a pair with their earlier paper, “Hard words,” completing a circle in which the authors ask how “easy” words (e.g., concrete nouns) are learned. They take up the hypothesis of “cross‐situational learning,” and argue that accumulating observations actually hinders learning if the mechanism requires holding all exemplars in memory over time. They present an alternative hypothesis, “Propose but Verify,” wherein people use one‐trial learning to confirm or disconfirm their current hypothesis—a mechanism distinctly different (...) from cross‐situational learning. (shrink)

Debunking arguments aim to undermine common sense beliefs by showing that they are not explanatorily or causally linked to the entities they are purportedly about. Rarely are facts about the aetiology of common sense beliefs invoked for the opposite aim, that is, to support the reality of entities that furnish our manifest image of the world. Here I undertake this sort of un-debunking project. My focus is on the metaphysics of ordinary physical objects. I use the view of perception as (...) approximate Bayesian inference to show how representations of ordinary objects can be extracted from sensory input in a rational and truth-tracking manner. Drawing an analogy between perception construed as Bayesian hypothesis testing and scientific inquiry, I sketch out how some of the intuitions that traditionally inspired arguments for scientific realism also find application with regards to proverbial tables and chairs. (shrink)

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.

An influential line of thought in metaphysics holds that where common sense discerns a tree or a dog or a baseball there may be just many microparticles. Provided the microparticles are arranged in the right way -- are “treewise” or “dogwise” or “baseballwise” arranged -- our sensory experiences will be just the same as if a tree or dog or baseball were really there. Therefore whether there really are suchfamiliar objects in the world can be decided only by determining what (...) more is needed for microparticles dogwise arranged actually to compose a dog. This paper argues that this line of thought sets up the wrong agenda. Composition is trivial; dogwise (etc.) arrangement is tricky. Dogwise arrangement will obtain in the wrong regions unless we stipulate that there are dogs, and that dogwise arrangementobtains only within their borders. The bearers of dogwise arrangement, moreover, will have to be dogs themselves, not their microparticles. Thus allowing that dogwise arrangement obtains at all is allowing that there are dogs. (shrink)

An influential line of thought in metaphysics holds that where common sense discerns a tree or a dog or a baseball there may be just many microparticles. Provided the microparticles are arranged in the right way—are “treewise” or “dogwise” or “baseballwise” arranged—our sensory experiences will be just the same as if a tree or dog or baseball were really there. Thereforewhetherthere really are such familiar objects in the world can be decided only by determining whatmoreis needed for microparticles dogwise arranged (...) actually tocomposea dog. This paper argues that this line of thought sets up the wrong agenda. Composition is trivial; dogwise (etc.) arrangement is tricky. Dogwise arrangement will obtain in the wrong regions unless we stipulate that there are dogs, and that dogwise arrangement obtains only within their borders. The bearers of dogwise arrangement, moreover, will have to be dogs themselves, not their microparticles. Thus allowing that dogwise arrangement obtains at all is allowing that there are dogs. (shrink)

We are confident of many of the judgements we make as to what sorts of alterations the members of nature's kinds can survive, and what sorts of events mark the ends of their existences. But is our confidence based on empirical observation of nature's kinds and their members? Conventionalists deny that we can learn empirically which properties are essential to the members of nature's kinds. Judgements of sameness in kind between members, and of numerical sameness of a member across time, (...) merely project our conventions of individuation. Our confidence is warranted because apart from those conventions there are no phenomena of kind-sameness or of numerical sameness across time. There is just 'stuff' displaying properties. This paper argues that conventionalists can assign no properties to the 'stuff' beyond immediate phenomenal properties. Consequently they cannot explain how each of us comes to be able to wield 'our conventions'. (shrink)

Object files are mental representations that enable perceptual systems to keep track of objects as numerically the same. How is their reference fixed? A prominent approach, championed by Zenon Pylyshyn and John Campbell, makes room for a non-satisfactional use of properties to fix reference. This maneuver has enabled them to reconcile a singularist view of reference with the intuition that properties must play a role in reference fixing. This paper examines Campbell’s influential defense of this strategy. After criticizing it, a (...) new approach is sketched. The alternative view introduces representational contents to explain perceptual individuation. After arguing that those contents are not satisfactional, it is concluded that there is room for a third view of reference fixing that does not fit into the singularist/descriptivist dichotomy. (shrink)

Research in vision science, developmental psychology, and the foundations of cognitive science has led some theorists to posit referential mechanisms similar to indices. This hypothesis has been framed within a Fodorian conception of the early vision module. The article shows that this conception is mistaken, for it cannot handle the ‘interface problem’—roughly, how indexing mechanisms relate to higher cognition and conceptual thought. As a result, I reject the inaccessibility of early vision to higher cognition and make some constructive remarks on (...) the perception–cognition interface. -/- 1 The Case for Visual Indices 1.1 Preliminary assumptions 1.2 Transcendental arguments 1.3 Evidence from vision science 2 Visual Indices, Object Files, and Fodorian Modularity 3 The Interface Problem 3.1 Top-down attention and modularity 3.2 Selective attention and information 4 Revising the Indexing Hypothesis 4.1 Revising the perception–cognition interface 4.2 Revising the modularity of early vision 5 Concluding Remarks. (shrink)

We investigate the nature of the sense of presence that usually accompanies perceptual experience. We show that the notion of a sense of presence can be interpreted in two ways, corresponding to the sense that we are acquainted with an object, and the sense that the object is real. In this essay, we focus on the sense of reality. Drawing on several case studies such as derealization disorder, Parkinson’s disease and virtual reality, we argue that the sense of reality is (...) two-way independent from the spatial and sensory contents of experience. We suggest that the sense of reality is an affective experience akin to a metacognitive feeling. Finally, we present a potentially important implication of our account for the current debate between Intentionalism and Naïve Realism. Since perception is “opaque” with respect to the reality of what is perceived, Intentionalism cannot refer to the sense of reality as what differentiates perception from sensory-like experiences such as imaginings. In contrast, Naïve Realism has an independent explanation of the specificity of perception. (shrink)

I compare two prominent approaches to knowledge of metaphysical modality, the more traditional approach via conceiving viz. imagining a scenario and a more recent approach via counterfactual reasoning. In particular, Timothy Williamson has claimed that the proper context for a modal exercise of imagination is a counterfactual supposition. I critically assess this claim, arguing that a purely conceivability/imaginability-based approach has a key advantage compared to a counterfactual-based one. It can take on board Williamson’s insights about the structure of modal imagination (...) while avoiding aspects of counterfactual reasoning which are orthogonal to figuring out metaphysical modality. In assessing whether A is possible, we creatively devise test scenarios, psychologically and metaphysically apt A-scenarios, which manifest the relevant metaphysical requirements and test them for their compatibility with A. In this exercise, imagination is subject to implicit constraints as Williamson has it, but it is not bound to drawing consequences from minimally altering actuality such as to make room for A. (shrink)

I present an exemplary Humean modal epistemology. My version takes inspiration from but incurs no commitment to both Hume’s historical position and Lewis’s Humeanism. Modal epistemology should meet two challenges: the Integration challenge of integrating metaphysics and epistemology and the Reliability challenge of giving an account of how our epistemic capacities can be reliable in detecting modal truth. According to Lewis, modal reasoning starts from certain Humean principles: there is only the vast mosaic of spatiotemporally distributed local matters of fact. (...) The facts can be arbitarily recombined. These principles cannot be taken for granted. I suggest a bottom-up approach instead: Humean principles of recombining the mosaic of facts can be retrieved from the evolutionarily instilled and empirically informed use of imagination in exploring everyday circumstantial possibilities. This use of imagination conforms to a primitive conception of matter as freely recombinable. The modal beliefs that can be obtained from generalizing the more elementary exercise of imagination have to be corrected. Recombination is limited by sortal criteria of identity. Moreover, the overall picture of a recombinable spatiotemporal mosaic must be weighed against the results of science. (shrink)

Causal reasoning is one of our most central cognitive competencies, enabling us to adapt to our world. Causal knowledge allows us to predict future events, or diagnose the causes of observed facts. We plan actions and solve problems using knowledge about cause-effect relations. Without our ability to discover and empirically test causal theories, we would not have made progress in various empirical sciences. In the past decades, the important role of causal knowledge has been discovered in many areas of cognitive (...) psychology. Despite the ubiquity of causal reasoning, textbooks of cognitive psychology have neglected this growing field. The goal of The Oxford Handbook of Causal Reasoning is to fill this gap. The handbook brings together the leading researchers in the field of causal reasoning and offers state-of-the-art presentations of theories and research. It provides introductions of competing theories of causal reasoning, and discusses its role in various cognitive functions and domains. The final section presents research from neighboring fields. 1. Causal Reasoning: An Introduction Michael R. Waldmann Part I: Theories of Causal Cognition 2. Associative Accounts of Causal Cognition Mike E. Le Pelley, Oren Griffiths, and Tom Beesley 3. Rules of Causal Judgment: Mapping Statistical Information Onto Causal Beliefs José C. Perales, Andrés Catena, Antonio Cándido, and Antonio Maldonado 4. The Inferential Reasoning Theory of Causal Learning: Toward a Multi- Process Propositional Account Yannick Boddez, Jan De Houwer, and Tom Beckers 5. Causal Invariance as an Essential Constraint for Creating a Causal Representation of the World: Generalizing the Invariance of Causal Power Patricia W. Cheng and Hongjing Lu 6. The Acquisition and Use of Causal Structure Knowledge Benjamin Margolin Rottman 7. Formalizing Prior Knowledge in Causal Induction Thomas L. Griffiths 8. Causal Mechanisms Samuel G. B. Johnson and Woo-kyoung Ahn 9. Force Dynamics and Causation Phillip Wolff and Robert Thorstad 10. Mental Models and Causation P. N. Johnson- Laird and Sangeet S. Khemlani 11. Pseudocontingencies Klaus Fiedler and Florian Kutzner 12. Singular Causation David Danks 13. Cognitive Neuroscience of Causal Reasoning Joachim T. Operskalski and Aron K. Barbey Part II: Basic Cognitive Functions 14. Visual Impressions of Causality Peter White 15. Goal-Directed Actions Bernhard Hommel 16. Planning and Control Magda Osman 17. Reinforcement Learning and Causal Models Samuel J. Gershman 18. Causation and the Probability of Causal Conditionals David E. Over 19. Causal Models and Conditional Reasoning Mike Oaksford and Nick Chater 20. Concepts as Causal Models: Categorization Bob Rehder 21. Concepts as Causal Models: Induction Bob Rehder 22. Causal Explanation Tania Lombrozo and Nadya Vasilyeva 23. Diagnostic Reasoning Björn Meder and Ralf Mayrhofer 24. Inferring Causal Relations by Analogy Keith J. Holyoak and Hee-Seung Lee 25. Causal Argument Ulrike Hahn, Roland Bluhm, and Frank Zenker 26. Causality in Decision- Making York Hagmayer and Philip M. Fernbach Part III: Domains of Causal Reasoning 27. Intuitive Theories Tobias Gerstenberg and Joshua B. Tenenbaum 28. Space, Time, and Causality Marc J. Buehner 29. Causation in Legal and Moral Reasoning David A. Lagnado and Tobias Gerstenberg 30. The Role of Causal Knowledge in Reasoning About Mental Disorders Woo-kyoung Ahn, Nancy S. Kim, and Matthew S. Lebowitz 31. Causality and Causal Reasoning in Natural Language Torgrim Solstad and Oliver Bott 32. Social Attribution and Explanation Denis Hilton Part IV: Development, Phylogeny, and Culture 33. The Development of Causal Reasoning Paul Muentener and Elizabeth Bonawitz 34. Causal Reasoning in Non-Human Animals Christian Schloegl and Julia Fischer 35. Causal Cognition and Culture Andrea Bender, Sieghard Beller, and Douglas L. Medin. (shrink)

The approximate number system (ANS) enables organisms to represent the approximate number of items in an observed collection, quickly and independently of natural language. Recently, it has been proposed that the ANS goes beyond representing natural numbers by extracting and representing rational numbers (Clarke & Beck, 2021a). Prior work demonstrates that adults and children discriminate ratios in an approximate and ratio-dependent manner, consistent with the hallmarks of the ANS. Here, we use a well-known “connectedness illusion” to provide evidence that these (...) ratio-dependent ratio discriminations are (a) based on the perceived number of items in seen displays (and not just non-numerical confounds), (b) are not dependent on verbal working memory, or explicit counting routines, and (c) involve representations with a part-whole (or subset-superset) format, like a fraction, rather than a part-part format, like a ratio. These results vindicate key predictions of the hypothesis that the ANS represents rational numbers. (shrink)

In a development that has still been hardly noticed by philosophers, a conception of ontology has been advanced in recent years in a series of extra-philosophical disciplines as researchers in linguistics, psychology, geography and anthropology have sought to elicit the ontological commitments (‘ontologies’, in the plural) of different cultures or disciplines. Exploiting the terminology of Quine, researchers in psychology and anthropology have sought to establish what individual human subjects, or entire human cultures, are committed to, ontologically, in their everyday cognition, (...) in much the same way in which philosophers of science have attempted to elicit the ontological commitments of the natural sciences. Thus they have engaged in inquiries designed to establish how folk ontologies (or folk biologies, folk theories of physics, folk psychologies, and so on) develop through infancy and childhood, or to establish the degree to which given elements of folk ontologies reflect universal features of the human cognitive system. In a parallel development, researchers in biomedicine developed what they called 'ontologies' as controlled vocabularies to ensure interoperability of the way in which, for example, genomic data is described in different biological disciplines. We describe in what follows some of the relations between these efforts and the more traditional concerns of philosophers. (shrink)

The article deals with the problem of cognition in the framework of the biogenetic structuralist neurophenomenology of Charles Laughlin. The aim of the article is to study the possibilities of applying the biogenetic structuralist theory as a theoretical and methodological basis for the study of consciousness in Laughlin’s theory. A feature of biogenetic structuralism is the interdisciplinary fusion of anthropology, psychology, and neuroscience. The methodology of biogenetic structuralism allows exploring universal structures of consciousness, which are caused by the genetically predisposed (...) organization of the human nervous system. Universal structures of consciousness include structures that mediate human language, knowledge of time and space. It is shown that the problem of cognition is realized in neurognostic models, which are compared with the operational environment. Neurognostic models include both the real nature of man as an organism and the external environment of the organism. Laughlin introduces the concept of a cognitive environment to designate a set of neurognostic models that can potentially be captured by the area of consciousness. He relies on the idea of a cognitive environment, which is essentially intentional in its organization. The polar interaction between the prefrontal cortex and the sensory cortex of the human brain gives rise to the intentionality of consciousness. Laughlin explains the work of the human cerebral cortex neurognostically as omnipresent for human consciousness, and independent of the cultural background. The cerebral cortex is a field of neural activity that arises and dissolves in temporal sequences and coordinates with cognitive processes that connect meaning and form into a single structure in consciousness. The experience of consciousness suggests a sensitive sphere of the cerebral cortex ascertains the meaningful, phenomenal world. The biogenetic structuralist methodology allows to development of an idea of the intentional structure and uniqueness of consciousness. The biogenetic structuralist approach is heuristic for modern science because, firstly, this approach creates the maximum opportunity to include data obtained from naturalistic, ethnographic, anatomical, clinical, and experimental sources; secondly, biogenetic data have the widest empirical and phenomenological rationale; thirdly, biogenetic concepts are defined in the context of a holistic understanding of the phenomenon through the uniqueness of consciousness. (shrink)

Ontology as a branch of philosophy is the science of what is, of the kinds and structures of objects, properties, events, processes and relations in every area of reality. ‘Ontology’ in this sense is often used by philosophers as a synonym of ‘metaphysics’ (a label meaning literally: ‘what comes after the Physics’), a term used by early students of Aristotle to refer to what Aristotle himself called ‘first philosophy’. But in recent years, in a development hardly noticed by philosophers, the (...) term ‘ontology’ has gained currency in the field of computer and information science, and in information-driven research in bioinformatics and related areas. We examine these new developments in applied ontology, and show what lessons they might have for both philosophers and information scientists. (shrink)

Situation semantics was developed as an alternative to possible worlds semantics. In situation semantics, linguistic expressions are evaluated with respect to partial, rather than complete, worlds. There is no consensus about what situations are, just as there is no consensus about what possible worlds or events are. According to some, situations are structured entities consisting of relations and individuals standing in those relations. According to others, situations are particulars. In spite of unresolved foundational issues, the partiality provided by situation semantics (...) has led to some genuinely new approaches to a variety of phenomena in natural language semantics. In the way of illustration, this article includes relatively detailed overviews of a few selected areas where situation semantics has been successful: implicit quantifier domain restrictions, donkey pronouns, and exhaustive interpretations. It moreover addresses the question of how Davidsonian event semantics can be embedded in a semantics based on situations. Other areas where a situation semantics perspective has led to progress include attitude ascriptions, questions, tense, aspect, nominalizations, implicit arguments, point of view, counterfactual conditionals, and discourse relations. (shrink)

This text aims at presenting a general characterization of the act of perceiving a particular object, in a framework in which perception is conceived of as a mental and cognitive faculty having specific functions that other faculties such as imagination and memory do not possess. I introduce the problem of determining the occurrence of singular perception of a physical object, as opposed to the occurrence of other mental states or attitudes. I propose that clarifying this occurrence problem requires making explicit (...) the conditions of perceptual competence/faculty so as to explain the occurrence of each perceptual performance on the basis of the use of this competence. I argue then for a direct relational model according to which the singular perception of an object depends on a competence of connecting the perceiver directly with each target object. This model is compatible with a disjunctive approach to perception according to which each particular experience of an object corresponds either to a direct perceptual relation with this object or to the illusion of having the experience of this object. The arguments in favour of this relational model rest on the idea that the faculty of perception grounds the capacity to demonstratively identify physical objects. (shrink)

Ontology as a branch of philosophy is the science of what is, of the kinds and structures of objects, properties, events, processes and relations in every area of reality. ‘Ontology’ in this sense is often used by philosophers as a synonym of ‘metaphysics’ (a label meaning literally: ‘what comes after the Physics’), a term used by early students of Aristotle to refer to what Aristotle himself called ‘first philosophy’. But in recent years, in a development hardly noticed by philosophers, the (...) term ‘ontology’ has gained currency in the field of computer and information science, and in information-driven research in bioinformatics and related areas. We examine these new developments in applied ontology, and show what lessons they might have for both philosophers and information scientists. (shrink)

This document presents a Gentzen-style deductive calculus and proves that it is complete with respect to a 3-valued semantics for a language with quantifiers. The semantics resembles the strong Kleene semantics with respect to conjunction, disjunction and negation. The completeness proof for the sentential fragment fills in the details of a proof sketched in Arnon Avron (2003). The extension to quantifiers is original but uses standard techniques.

I recently discovered that work I was doing in the laboratory and in theoretical writings was implicitly taking a position on a set of questions that philosophers had been worrying about for much of the past 30 or more years. My clandestine involvement in philosophical issues began when a computer science colleague and I were trying to build a model of geometrical reasoning that would draw a diagram and notice things in the diagram as it drew it (Pylyshyn, Elcock, Marmor, (...) & Sander, 1978). One problem we found we had to face was that if the system discovered a right angle it had no way to tell whether this was the intersection of certain lines it had drawn earlier while constructing a certain figure, and if so which particular lines they were. Moreover, the model had no way of telling whether this particular right angle was identical to some bit of drawing it had earlier encountered and represented as, say, the base of a particular triangle. There was, in other words, no way to determined the identity of an element (I use the term “element” when referring to a graphical unit such as used in experiments. Otherwise when speaking informally I use the term “thing” on the grounds that nobody would mistake that term for a technical theoretical construct. Eventually I end up calling them “Visual Objects” to conform to usage in psychology) at two different times if it was represented differently at those times. This led to some speculation about the need for what we called a “finger” that could be placed at a particular element of interest and that could be used to identify it as particular token thing (the way you might identify a particular feature on paper by labeling it). In general we needed something like a finger that would stay attached to a particular element and could be used to maintain a correspondence between the individual element that was just noticed now and one that had been represented in some fashion at an earlier time. The idea of such fingers (which.... (shrink)

The interactivist approach to development generates a framework of types of constraints on what can be constructed. The four constraint types are based on: (1) what the constructed systems are about; (2) the representational relationship itself; (3) the nature of the systems being constructed; and (4) the process of construction itself. We give illustrations of each constraint type. Any developmental theory needs to acknowledge all four types of constraint; however, some current theories conflate different types of constraint, or rely on (...) a single constraint type to explicate development. Such theories will be inherently unable to explain important aspects of development. (shrink)

Language acquisition is often said to be a process of mapping words into pre-existing concepts. Some researchers regard this theory as an immediate corollary of the assumption that all problem-solving involves the application of concepts. But in light of basic philosophical objections to the theory of language acquisition, that kind of rationale cannot be very persuasive. To have a reason to accept the theory of language acquisition despite the philosophical objections, we ought to have experimental evidence for the existence of (...) concepts in prelinguistic children. One of the few lines of research that attempts to provide such evidence is the work of Paul Quinn, who claims that looking-time results show that four-month old infants form "category representations". This paper argues that Quinn's results have an alternative explanation. A distinction is drawn between conceptual thought and the perception of comparative similarity relations, and it is argued that Quinn's results can be explained in terms of the latter rather than the former. (shrink)

Do mountains exist? The answer to this question is surely: yes. In fact, ‘mountain’ is the example of a kind of geographic feature or thing most commonly cited by English speakers (Mark, et al., 1999; Smith and Mark 2001), and this result may hold across many languages and cultures. But whether they are considered as individuals (tokens) or as kinds (types), mountains do not exist in quite the same unequivocal sense as do such prototypical everyday objects as chairs or people.

Given the fundamental role that concepts play in theories of cognition, philosophers and cognitive scientists have a common interest in concepts. Nonetheless, there is a great deal of controversy regarding what kinds of things concepts are, how they are structured, and how they are acquired. This chapter offers a detailed high-level overview and critical evaluation of the main theories of concepts and their motivations. Taking into account the various challenges that each theory faces, the chapter also presents a novel approach (...) to concepts that is organized around two ideas. The first is a pluralistic view of differing types of conceptual structure. The second is a model that treats concepts as atomic representations that are linked to various types of conceptual structures. (shrink)