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  1. Why essences are essential in the psychology of concepts.Woo-Kyoung Ahn, Charles Kalish, Susan A. Gelman, Douglas L. Medin, Christian Luhmann, Scott Atran, John D. Coley & Patrick Shafto - 2001 - Cognition 82 (1):59-69.
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  • Developmental changes within the core of artifact concepts.Adee Matan & Susan Carey - 2001 - Cognition 78 (1):1-26.
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  • Categorization as causal reasoning⋆.Bob Rehder - 2003 - Cognitive Science 27 (5):709-748.
    A theory of categorization is presented in which knowledge of causal relationships between category features is represented in terms of asymmetric and probabilistic causal mechanisms. According to causal‐model theory, objects are classified as category members to the extent they are likely to have been generated or produced by those mechanisms. The empirical results confirmed that participants rated exemplars good category members to the extent their features manifested the expectations that causal knowledge induces, such as correlations between feature pairs that are (...)
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  • ALCOVE: An exemplar-based connectionist model of category learning.John K. Kruschke - 1992 - Psychological Review 99 (1):22-44.
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  • Creators’ intentions bias judgments of function independently from causal inferences.Sergio E. Chaigneau, Ramón D. Castillo & Luis Martínez - 2008 - Cognition 109 (1):123-132.
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  • Feature Centrality and Conceptual Coherence.Steven A. Sloman, Bradley C. Love & Woo-Kyoung Ahn - 1998 - Cognitive Science 22 (2):189-228.
    Conceptual features differ in how mentally tranformable they are. A robin that does not eat is harder to imagine than a robin that does not chirp. We argue that features are immutable to the extent that they are central in a network of dependency relations. The immutability of a feature reflects how much the internal structure of a concept depends on that feature; i.e., how much the feature contributes to the concept's coherence. Complementarily, mutability reflects the aspects in which a (...)
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  • The Essentialist Aspect of Naive Theories.Michael Strevens - 2000 - Cognition 74 (149):175.
    Recent work on children’s inferences concerning biological and chemical categories has suggested that children (and perhaps adults) are essentialists— a view known as psychological essentialism. I distinguish three varieties of psychological essentialism and investigate the ways in which essentialism explains the inferences for which it is supposed to account. Essentialism succeeds in explaining the inferences, I argue, because it attributes to the child belief in causal laws connecting category membership and the possession of certain characteristic appearances and behavior. This suggests (...)
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  • The Proper Function of Artifacts: Intentions, Conventions and Causal Inferences.Sergio E. Chaigneau & Guillermo Puebla - 2013 - Review of Philosophy and Psychology 4 (3):391-406.
    Designers’ intentions are important for determining an artifact’s proper function (i.e., its perceived real function). However, there are disagreements regarding why. In one view, people reason causally about artifacts’ functional outcomes, and designers’ intended functions become important to the extent that they allow inferring outcomes. In another view, people use knowledge of designers’ intentions to determine proper functions, but this is unrelated to causal reasoning, having perhaps to do with intentional or social forms of reasoning (e.g., authority). Regarding these latter (...)
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  • Causal-explanatory pluralism: how intentions, functions, and mechanisms influence causal ascriptions.Tania Lombrozo - 2010 - Cognitive Psychology 61 (4):303-332.
    Both philosophers and psychologists have argued for the existence of distinct kinds of explanations, including teleological explanations that cite functions or goals, and mechanistic explanations that cite causal mechanisms. Theories of causation, in contrast, have generally been unitary, with dominant theories focusing either on counterfactual dependence or on physical connections. This paper argues that both approaches to causation are psychologically real, with different modes of explanation promoting judgments more or less consistent with each approach. Two sets of experiments isolate the (...)
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  • Young children are sensitive to how an object was created when deciding what to name it.Paul Bloom - 2000 - Cognition 76 (2):91-103.
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  • Artifact categorization: The good, the bad, and the ugly.Barbara C. Malt & Steven A. Sloman - 2007 - In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representaion. New York: Oxford University Press. pp. 85--123.
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  • More than words: A reply to Malt and Sloman.Paul Bloom - 2007 - Cognition 105 (3):649-655.
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  • The essence of artifacts: Developing the design stance.Deborah Kelemen & Susan Carey - 2007 - In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representaion. New York: Oxford University Press. pp. 212--230.
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  • Young children's use of functional information to categorize artifacts: three factors that matter.Deborah G. Kemler Nelson, Anne Frankenfield, Catherine Morris & Elizabeth Blair - 2000 - Cognition 77 (2):133-168.
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  • Why are different features central for natural kinds and artifacts?: the role of causal status in determining feature centrality.Woo-Kyoung Ahn - 1998 - Cognition 69 (2):135-178.
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  • Context theory of classification learning.Douglas L. Medin & Marguerite M. Schaffer - 1978 - Psychological Review 85 (3):207-238.
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  • Alcove-an exemplar-based connectionist model of category learning.Jk Kruschke & Rm Nosofsky - 1991 - Bulletin of the Psychonomic Society 29 (6):475-475.
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  • Causal knowledge and categories: The effects of causal beliefs on categorization, induction, and similarity.Bob Rehder & Reid Hastie - 2001 - Journal of Experimental Psychology 130 (3):323-360.
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