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  1. How Abstract (Non-embodied) Linguistic Representations Augment Cognitive Control.Nikola A. Kompa & Jutta L. Mueller - 2020 - Frontiers in Psychology 11:543502.
    Recent scholarship emphasizes the scaffolding role of language for cognition. Language, it is claimed, is a cognition-enhancing niche ( Clark, 2006 ), a programming tool for cognition ( Lupyan and Bergen, 2016 ), even neuroenhancement ( Dove, 2019 ) and augments cognitive functions such as memory, categorization, cognitive control, and meta-cognitive abilities (“thinking about thinking”). Yet, the notion that language enhances or augments cognition, and in particular, cognitive control does not easily fit in with embodied approaches to language processing, or (...)
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  • Speech Facilitates the Categorization of Motions in 9-Month-Old Infants.Micah B. Goldwater, R. Jason Brunt & Catherine H. Echols - 2018 - Frontiers in Psychology 9.
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  • Razonamiento Animal: Negación y Representaciones de Ausencia.Jorge Morales - 2011 - Revista Argentina de Ciencias Del Comportamiento 3 (1):20-33.
    In this paper, I reject that animal reasoning, negation in particular, necessarily involves the representation of absences, as suggested by Bermúdez (2003, 2006, 2007), since this would still work as a logical negation (unavailable for non-linguistic creatures). False belief, pretense, and communication experiments show that non-human animals (at least some primates) have difficulties representing absent entities or properties. I offer an alternative account resorting to the sub-symbolic similarity judgments proposed by Vigo & Allen (2009) and expectations: animal proto-negation takes place (...)
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  • Word learning as Bayesian inference.Fei Xu & Joshua B. Tenenbaum - 2007 - Psychological Review 114 (2):245-272.
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  • The role of language in emotion: predictions from psychological constructionism.Kristen A. Lindquist, Jennifer K. MacCormack & Holly Shablack - 2015 - Frontiers in Psychology 6.
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  • Does bilingual experience affect early visual perceptual development?Christina Schonberg, Catherine M. Sandhofer, Tawny Tsang & Scott P. Johnson - 2014 - Frontiers in Psychology 5.
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  • A Completenesss Theorem for a 3-Valued Semantics for a First-order Language.Christopher Gauker - manuscript
    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.
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  • Individuation of objects and events: a developmental study.Laura Wagner & Susan Carey - 2003 - Cognition 90 (2):163-191.
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  • What’s in a Word? Language Constructs Emotion Perception.Kristen A. Lindquist & Maria Gendron - 2013 - Emotion Review 5 (1):66-71.
    In this review, we highlight evidence suggesting that concepts represented in language are used to create a perception of emotion from the constant ebb and flow of other people’s facial muscle movements. In this “construction hypothesis,” (cf. Gendron, Lindquist, Barsalou, & Barrett, 2012) (see also Barrett, 2006b; Barrett, Lindquist, & Gendron, 2007; Barrett, Mesquita, & Gendron, 2011), language plays a constitutive role in emotion perception because words ground the otherwise highly variable instances of an emotion category. We demonstrate that language (...)
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  • Précis of the origin of concepts.Susan Carey - 2011 - Behavioral and Brain Sciences 34 (3):113-124.
    A theory of conceptual development must specify the innate representational primitives, must characterize the ways in which the initial state differs from the adult state, and must characterize the processes through which one is transformed into the other. The Origin of Concepts (henceforth TOOC) defends three theses. With respect to the initial state, the innate stock of primitives is not limited to sensory, perceptual, or sensorimotor representations; rather, there are also innate conceptual representations. With respect to developmental change, conceptual development (...)
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  • The sleeping brain and the neural basis of emotions.Roumen Kirov, Serge Brand, Vasil Kolev & Juliana Yordanova - 2012 - Behavioral and Brain Sciences 35 (3):155-156.
    In addition to active wake, emotions are generated and experienced in a variety of functionally different states such as those of sleep, during which external stimulation and cognitive control are lacking. The neural basis of emotions can be specified by regarding the multitude of emotion-related brain states, as well as the distinct neuro- and psychodynamic stages (generation and regulation) of emotional experience.
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  • Exclusion Constraints Facilitate Statistical Word Learning.Katherine Yoshida, Mijke Rhemtulla & Athena Vouloumanos - 2012 - Cognitive Science 36 (5):933-947.
    The roles of linguistic, cognitive, and social-pragmatic processes in word learning are well established. If statistical mechanisms also contribute to word learning, they must interact with these processes; however, there exists little evidence for such mechanistic synergy. Adults use co-occurrence statistics to encode speech–object pairings with detailed sensitivity in stochastic learning environments (Vouloumanos, 2008). Here, we replicate this statistical work with nonspeech sounds and compare the results with the previous speech studies to examine whether exclusion constraints contribute equally to the (...)
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  • Is linguistic determinism an empirically testable hypothesis?Helen3 De Cruz - 2009 - Logique Et Analyse 52 (208):327-341.
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  • Précis of semantic cognition: A parallel distributed processing approach.Timothy T. Rogers & James L. McClelland - 2008 - Behavioral and Brain Sciences 31 (6):689-714.
    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, (...)
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  • Divisive language.Moira R. Dillon - 2024 - Behavioral and Brain Sciences 47:e124.
    What language devises, it might divide. By exploring the relations among the core geometries of the physical world, the abstract geometry of Euclid, and language, I give new insight into both the persistence of core knowledge into adulthood and our access to it through language. My extension of Spelke's language argument has implications for pedagogy, philosophy, and artificial intelligence.
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  • The development of categorisation and conceptual thinking in early childhood: methods and limitations.Nicolás Alessandroni & Cintia Rodríguez - 2020 - Psicologia: Reflexão E Crítica 33.
    We present a systematic and qualitative review of academic literature on early conceptual development (0–24 months of age), with an emphasis on methodological aspects. The final sample of our review included 281 studies reported in 115 articles. The main aims of the article were four: first, to organise studies into sets according to methodological similarities and differences; second, to elaborate on the methodological procedures that characterise each set; third, to circumscribe the empirical indicators that different sets of studies consider as (...)
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  • 認識的な種別概念論を擁護する.Yoshiyuki Yokoro - 2018 - Journal of the Japan Association for Philosophy of Science 45 (1-2):35-50.
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  • (1 other version)Words (but not Tones) facilitate object categorization: Evidence from 6- and 12-month-olds.Anne L. Fulkerson & Sandra R. Waxman - 2007 - Cognition 105 (1):218-228.
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  • (1 other version)The influence of language in conceptualization: three views.Agustin Vicente & Fernando Martinez-Manrique - 2013 - ProtoSociology 20:89-106.
    Different languages carve the world in different categories. They also encode events in different ways, conventionalize different metaphorical mappings, and differ in their rule-based metonymies and patterns of meaning extensions. A long-standing, and controversial, question is whether this variability in the languages generates a corresponding variability in the conceptual structure of the speakers of those languages. Here we will present and discuss three interesting general proposals by focusing on representative authors of such proposals. The proposals are the following: first, that (...)
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  • Language and mechanisms of concept learning.Daniel A. Weiskopf - 2011 - Behavioral and Brain Sciences 34 (3):150-151.
    Carey focuses her attention on a mechanism of concept learning called I argue that this form of bootstrapping is not dependent upon language or other public representations, and outline a place for language in concept learning generally. Language, perception, and causal reasoning are all sources of evidence that can guide learners toward discovering new and potentially useful categories.
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  • Proceedings of the Workshop 'Reasoning about other minds: Logical and cognitive perspectives.J. van Eijck & R. Verbrugge (eds.) - 2011 - WEUR Proceedings.
    In recent years, the human ability to reasoning about mental states of others in order to explain and predict their behavior has come to be a highly active area of research. Researchers from a wide range of fields { from biology and psychology through linguistics to game theory and logic{ contribute new ideas and results. This interdisciplinary workshop, collocated with the Thirteenth International Conference on Theoretical Aspects of Rationality and Knowledge (TARK XIII), aims to shed light on models of social (...)
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  • The cognitive functions of language.Peter Carruthers - 2002 - Behavioral and Brain Sciences 25 (6):657-674.
    This paper explores a variety of different versions of the thesis that natural language is involved in human thinking. It distinguishes amongst strong and weak forms of this thesis, dismissing some as implausibly strong and others as uninterestingly weak. Strong forms dismissed include the view that language is conceptually necessary for thought (endorsed by many philosophers) and the view that language is _de facto_ the medium of all human conceptual thinking (endorsed by many philosophers and social scientists). Weak forms include (...)
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  • (2 other versions)On the evidence for prelinguistic concepts.Christopher Gauker - 2005 - Theoria-Revista De Teoria Historia y Fundamentos De La Ciencia 20 (3):287-297.
    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 (...)
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  • Out of sorts? Some remedies for theories of object concepts: A reply to Rhemtulla and Xu (2007).Sergey V. Blok, George E. Newman & Lance J. Rips - 2007 - Psychological Review 114 (4):1096-1102.
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  • The Role of Words in Cognitive Tasks: What, When, and How?Christopher W. Robinson, Catherine A. Best, Wei Deng & Vladimir M. Sloutsky - 2012 - Frontiers in Psychology 3.
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  • Spontaneous object and movement representations in 4-month-old human infants and albino Swiss mice.Alan Langus, Amanda Saksida, Daniela Braida, Roberta Martucci, Mariaelvina Sala & Marina Nespor - 2015 - Cognition 137 (C):63-71.
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  • Understanding the abstract role of speech in communication at 12months.Alia Martin, Kristine H. Onishi & Athena Vouloumanos - 2012 - Cognition 123 (1):50-60.
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  • The role of the amygdala in the appraising brain.David Sander, Kristen A. Lindquist, Tor D. Wager, Hedy Kober, Eliza Bliss-Moreau & Lisa Feldman Barrett - 2012 - Behavioral and Brain Sciences 35 (3):161-161.
    Lindquist et al. convincingly argue that the brain implements psychological operations that are constitutive of emotion rather than modules subserving discrete emotions. However, thenatureof such psychological operations is open to debate. I argue that considering appraisal theories may provide alternative interpretations of the neuroimaging data with respect to the psychological operations involved.
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  • Trust me! Parental embodied mentalizing predicts infant cognitive and language development in longitudinal follow-up.Dana Shai, Adi Laor Black, Rose Spencer, Michelle Sleed, Tessa Baradon, Tobias Nolte & Peter Fonagy - 2022 - Frontiers in Psychology 13.
    Children’s cognitive and language development is a central aspect of human development and has wide and long-standing impact. The parent-infant relationship is the chief arena for the infant to learn about the world. Studies reveal associations between quality of parental care and children’s cognitive and language development when the former is measured as maternal sensitivity. Nonetheless, the extent to which parental mentalizing – a parent’s understanding of the thoughts, feelings, and attitudes of a child, and presumed to underlie sensitivity – (...)
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  • Language Signaling High Proportions and Generics Lead to Generalizing, but Not Essentializing, for Novel Social Kinds.Elena Hoicka, Jennifer Saul, Eloise Prouten, Laura Whitehead & Rachel Sterken - 2021 - Cognitive Science 45 (11):e13051.
    Cognitive Science, Volume 45, Issue 11, November 2021.
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  • Comparative metaphysics: the development of representing natural and normative regularities in human and non-human primates.Hannes Rakoczy - 2015 - Phenomenology and the Cognitive Sciences 14 (4):683-697.
    How do human children come up to carve up and think of the world around them in its most general and abstract structure? And to which degree are these general forms of viewing the world shared by other animals, notably by non-human primates? In response to these questions of what could be called comparative metaphysics, this paper discusses new evidence from developmental and comparative research to argue for the following picture: human children and non-human primates share a basic framework of (...)
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  • On Problems with Descriptivism: Psychological Assumptions and Empirical Evidence.Eduardo García-ramírez & Marilyn Shatz - 2011 - Mind and Language 26 (1):53-77.
    We offer an empirical assessment of description theories of proper names. We examine empirical evidence on lexical and cognitive development, memory, and aphasia, to see whether it supports Descriptivism. We show that description theories demand much more, in terms of psychological assumptions, than what the data suggest; hence, they lack empirical support. We argue that this problem undermines their success as philosophical theories for proper names in natural languages. We conclude by presenting and defending a preliminary alternative account of reference (...)
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  • From Perceptual Categories to Concepts: What Develops?Vladimir M. Sloutsky - 2010 - Cognitive Science 34 (7):1244-1286.
    People are remarkably smart: They use language, possess complex motor skills, make nontrivial inferences, develop and use scientific theories, make laws, and adapt to complex dynamic environments. Much of this knowledge requires concepts and this study focuses on how people acquire concepts. It is argued that conceptual development progresses from simple perceptual grouping to highly abstract scientific concepts. This proposal of conceptual development has four parts. First, it is argued that categories in the world have different structure. Second, there might (...)
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  • The development of modeling or the modeling of development?David H. Rakison & Gary Lupyan - 2008 - Behavioral and Brain Sciences 31 (6):726-726.
    We agree with many theoretical points presented by Rogers & McClelland (R&M), especially the role of domain-general learning of coherent covariation. Nonetheless, we argue that in failing to be informed by key aspects of development, including the role of labels on categorization and the emergence of constraints on learning, their model fails to capture important features of the ontogeny of knowledge.
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  • Sortals, bodies, and variables. A critique of Quine’s theory of reference.Ramiro Glauer & Frauke Hildebrandt - 2022 - Synthese 200 (4):1-21.
    Among the philosophical accounts of reference, Quine’s The Roots of Reference stands out in offering an integrated account of the acquisition of linguistic reference and object individuation. Based on a non-referential ability to distinguish bodies, the acquisition of sortals and quantification are crucial steps in learning to refer to objects. In this article, we critically re-assess Quine’s account of reference. Our critique will proceed in three steps with the aim of showing that Quine effectively presupposes what he sets out to (...)
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  • Communicative Function Demonstration induces kind-based artifact representation in preverbal infants.Judit Futó, Ernő Téglás, Gergely Csibra & György Gergely - 2010 - Cognition 117 (1):1-8.
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  • An association account of false belief understanding.L. C. De Bruin & Albert Newen - 2012 - Cognition 123 (2):240-259.
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  • The Role of Words and Sounds in Infants' Visual Processing: From Overshadowing to Attentional Tuning.Vladimir M. Sloutsky & Christopher W. Robinson - 2008 - Cognitive Science 32 (2):342-365.
    Although it is well documented that language plays an important role in cognitive development, there are different views concerning the mechanisms underlying these effects. Some argue that even early in development, effects of words stem from top‐down knowledge, whereas others argue that these effects stem from auditory input affecting attention allocated to visual input. Previous research (e.g., Robinson & Sloutsky, 2004a) demonstrated that non‐speech sounds attenuate processing of corresponding visual input at 8, 12, and 16 months of age, whereas the (...)
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  • The brain basis of emotion: A meta-analytic review.Kristen A. Lindquist, Tor D. Wager, Hedy Kober, Eliza Bliss-Moreau & Lisa Feldman Barrett - 2012 - Behavioral and Brain Sciences 35 (3):121-143.
    Researchers have wondered how the brain creates emotions since the early days of psychological science. With a surge of studies in affective neuroscience in recent decades, scientists are poised to answer this question. In this target article, we present a meta-analytic summary of the neuroimaging literature on human emotion. We compare the locationist approach (i.e., the hypothesis that discrete emotion categories consistently and specifically correspond to distinct brain regions) with the psychological constructionist approach (i.e., the hypothesis that discrete emotion categories (...)
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  • Recognizing communicative intentions in infancy.Gergely Csibra - 2010 - Mind and Language 25 (2):141-168.
    I make three related proposals concerning the development of receptive communication in human infants. First, I propose that the presence of communicative intentions can be recognized in others' behaviour before the content of these intentions is accessed or inferred. Second, I claim that such recognition can be achieved by decoding specialized ostensive signals. Third, I argue on empirical bases that, by decoding ostensive signals, human infants are capable of recognizing communicative intentions addressed to them. Thus, learning about actual modes of (...)
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  • Précis of What Babies Know.Elizabeth S. Spelke - 2024 - Behavioral and Brain Sciences 47:e120.
    Where does human knowledge begin? Research on human infants, children, adults, and nonhuman animals, using diverse methods from the cognitive, brain, and computational sciences, provides evidence for six early emerging, domain-specific systems of core knowledge. These automatic, unconscious systems are situated between perceptual systems and systems of explicit concepts and beliefs. They emerge early in infancy, guide children's learning, and function throughout life.
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  • The Epistemology of Rational Constructivism.Mark Fedyk & Fei Xu - 2018 - Review of Philosophy and Psychology 9 (2):343-362.
    Rational constructivism is one of the leading theories in developmental psychology. But it is not a purely psychological theory: rational constructivism also makes a number of substantial epistemological claims about both the nature of human rationality and several normative principles that fall squarely into the ambit of epistemology. The aim of this paper is to clarify and defend both theses and several other epistemological claims, as they represent the essential epistemological dimensions of rational constructivism.
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  • How are Bayesian models really used? Reply to Frank.Ansgar D. Endress - 2014 - Cognition 130 (1):81-84.
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  • Learning words’ sounds before learning how words sound: 9-Month-olds use distinct objects as cues to categorize speech information.H. Henny Yeung & Janet F. Werker - 2009 - Cognition 113 (2):234-243.
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  • Ape metaphysics: Object individuation without language.Natacha Mendes, Hannes Rakoczy & Josep Call - 2008 - Cognition 106 (2):730-749.
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  • (1 other version)Words (but not Tones) Facilitate Object Categorization: Evidence From 6- and 12-Month-Olds.Sandra R. Waxman Anne L. Fulkerson - 2007 - Cognition 105 (1):218.
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  • Twelve-month-olds disambiguate new words using mutual-exclusivity inferences.Barbara Pomiechowska, Gábor Bródy, Gergely Csibra & Teodora Gliga - 2021 - Cognition 213 (C):104691.
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  • Effects of Linguistic Labels on Visual Attention in Children and Young Adults.Wesley R. Barnhart, Samuel Rivera & Christopher W. Robinson - 2018 - Frontiers in Psychology 9:325882.
    Effects of linguistic labels on learning outcomes are well-established; however, developmental research examining possible mechanisms underlying these effects have provided mixed results. We used a novel paradigm where 8-year-olds and adults were simultaneously trained on three sparse categories (categories with many irrelevant or unique features and a single rule defining feature). Category members were either associated with the same label, different labels, or no labels (silent baseline). Similar to infant paradigms, participants passively viewed individual exemplars and we examined fixations to (...)
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  • Evidence for kind representations in the absence of language: Experiments with rhesus monkeys.Webb Phillips & Laurie R. Santos - 2007 - Cognition 102 (3):455-463.
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  • Neuroscience findings are consistent with appraisal theories of emotion; but does the brain “respect” constructionism?Klaus R. Scherer - 2012 - Behavioral and Brain Sciences 35 (3):163-164.
    I reject Lindquist et al.'s implicit claim that all emotion theories other than constructionist ones subscribe to a “brain locationist” approach. The neural mechanisms underlying relevance detection, reward, attention, conceptualization, or language use are consistent with many theories of emotion, in particular componential appraisal theories. I also question the authors' claim that the meta-analysis they report provides support for thespecificassumptions of constructionist theories.
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