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Robert Cummins argues that any causal theory of mental content (CT) founders on an established fact of human psychology: that theory mediates sensory detection. He concludes,. |
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The deflationary aim of this book, which occupies Part I, is to show that a widely held view has little to be said for it. The constructive aim, pursued in Part II, is to make plausible a measure-theoretic account of propositional attitudes. The discussion is throughout instructive, illuminating and sensitive to the many intricacies surrounding attitude ascriptions and how they can carry information about a subject's psychology. There is close engagement with cognitive science. The book should be read by anyone (...) |
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In this paper, I develop a novel account of concept acquisition for an atomistic theory of concepts. Conceptual atomism is rarely explored in cognitive science because of the feeling that atomistic treatments of concepts are inherently nativistic. My model illustrates, on the contrary, that atomism does not preclude the learning of a concept. |
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Judea Pearl has been at the forefront of research in the burgeoning field of causal modeling, and Causality is the culmination of his work over the last dozen or so years. For philosophers of science with a serious interest in causal modeling, Causality is simply mandatory reading. Chapter 2, in particular, addresses many of the issues familiar from works such as Causation, Prediction and Search by Peter Spirtes, Clark Glymour, and Richard Scheines. But philosophers with a more general interest in (...) |
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We propose that children employ specialized cognitive systems that allow them to recover an accurate “causal map” of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously understood in terms of the formalism of directed graphical causal models, or “Bayes nets”. Children’s causal learning and inference may involve computations similar to those for learning causal Bayes nets and for predicting with them. Experimental results suggest that 2- to 4-year-old children (...) |
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The renowned philosopher Jerry Fodor, a leading figure in the study of the mind for more than twenty years, presents a strikingly original theory on the basic constituents of thought. He suggests that the heart of cognitive science is its theory of concepts, and that cognitive scientists have gone badly wrong in many areas because their assumptions about concepts have been mistaken. Fodor argues compellingly for an atomistic theory of concepts, deals out witty and pugnacious demolitions of rival theories, and (...) |
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Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially. Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition (...) |
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Most people find it obvious that concepts like APPLE, DOG, WATER, CACTUS, SWIM, CHIRP, FURRY, and SMOOTH are acquired from perceptual experiences along with some kind of inferential procedure. Models of how these concepts are inferentially acquired, however, force the acquired concepts to be representationally complex, built from, and composed by, the more primitive representations. Since at least the time of Plato, philosophers and psychologists have struggled to find complex sets of representations that have the same meanings, definitionally or probabilistically, (...) |
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