SummaryNeither an infant one week old nor a snail is a rational creature. If the infant survives long enough, he will probably become rational, while this is not true of the snail. If we like, we may say of the infant from the start that he is a rational creature because he will probably become rational if he survives, or because he belongs to a species with this capacity. Whichever way we talk, there remains the difference, with respect to rationality, (...) between the infant and the snail on one hand, and the normal adult person on the other; this difference is discussed here.The difference consists, it is argued, in the having of propositional attitudes such as belief, desire, intention and shame. This raises the question how to tell when a creature has propositional attitudes; snails, we may agree, do not, but how about dogs or chimpanzees? The question is not empirical; the question is what sort of empirical evidence is relevant to deciding when a creature has propositional attitudes.It is next contended that language is a necessary concomitant of any of the propositional attitudes. This idea is not new, but there seem to be few arguments in its favor in the literature; one is attempted here.Crucial to the considerations advanced is the idea that belief depends on having the concept of objective truth, and that this comes only with language.RéuméNi un bébé d'une semaine, ni un serpent ne sont des créatures rationnelles. Si le bébé survit assez longtemps, il deviendra probablement rationnel, mais ce n'est pas vrai pour le serpent. Sil'on veut, on peut dire d'emblee du bébé qu'il est une créature rationnelle parce qu'il le deviendra s'il survit ou parce qu'il appartient à une espèce qui possède cette faculté. Quoi qu'on dise, la différence subsiste, en ce qui concerné la rationalité, entre le bébé et le serpent d'une part, la per‐sonne adulte normale de lcar;autre, et c'est cette différence qui sera discutée ici.La différence consiste, selon l'auteur, en une capacityé d'avoir des attitudes propositionnelles telles que la croyance, le désir, l'intention et la honte. Ceci pose la question de savoir quand on peut dire qu'une créature a des attitudes propositionnelles; on peut se mettre d'accord sur le fait que les serpents n'en ont pas, mais qu'en est‐il des chiens et des chimpanzés? La question n'est pas empirique, elle est de savoir quelle donnée empirique va décider si oui ou non une créature a des attitudes propositionnelles.L'auteur prétend que les attitudes propositionnelles s'accompagnent nécessairement du langage. Cette idèe n'est pas nouvelle, mais il semble qu'il y a peu d'arguments qui la soutiennent dans la littérature. On en trouvera un ici, où l'on montre qu'un élément crucial de a croyance dépend de l'acquisition du concept de vérité objective, qui ne se développe qu'avec le langage.ZusammenfassungWeder ein eine Woche altes Kind noch eine Schlange sind rationale Wesen. Wenn das Kind lange genug überlebt, wird es sich wahrscheinlich zu einem vernünftigen Wesen entwickeln, wäh‐rend das für die Schlange nicht zutrifft. Wenn wir wollen, können wir vom Kind sagen, dass es von Anfang an cin rationales Wesen ist, weil es im Fallc des Ubcrlebens vernünftig werden wird oder weil es zu einer Spezies mit dieser Fähigkeit gehört. Wie auch immer wir das ausdrücken, bleibt bezüglich der Rationalität der Unterschied zwischen dem Kind und der Schlange einerseits und der erwachsenen Person andererseits zurück. Dieser Unterschied wird hier diskutiert.Es wird argumentiert, dass der Unterschied in der Fähigkeit besteht, psychologische Haltun‐gen wie Glauben, Begierden, Absichten und Scham zu haben. Damit erhebt sich die Frage, wie man entscheiden kann, wann ein Wesen solchc Einstellungcn hat; Schlangen, wird man zugeben, haben keine; wie steht es aber mit Hunden Oder Schimpansen? Die Frage ist keine empirische, sondern betrifft die Frage, welche Art von empirischen Belegen für den Entscheid relevant ist, ob ein Wesen derartige Einstellungen hat.Es wird die These aufgestellt, dass Sprachen ein notwendiger Begleitumstand einer jeglichen propositionalen Haltung ist. Der Gedanke ist zwar nicht neu, aber es finden sich wenige Argu‐mente zu seiner Stützung in der Literatur; eines wird hier ausgeführt.Entscheidend für die vorgelegten Betrachtungen ist die Auffassung, wonach Glaube vom Begriff der objektiven Wahrheit abhängt, und dieser kommt erst mit der Sprache. (shrink)

This is the long-awaited third volume of philosophical writings by Davidson, whose influence on philosophy since the 1960s has been deep and broad. His first two collections, published by Oxford in the early 1980s, are recognized as contemporary classics. His ideas have continued to flow; now, in this new work, he presents a selection of his best work on knowledge, mind, and language from the last two decades. It is a rich and rewarding feast for anyone interested in philosophy, and (...) essential reading for anyone working on these topics. (shrink)

Any satisfactory model of the emotions must at once recognize their place within intentional psychology and acknowledge their uniqueness as mental causes. In the first half of the century, the James-Lange model had considerable influence on reinforcing the idea that emotions are non-intentional (see Lange 1885 and James 1890). The uniqueness of emotions was therefore acknowledged at the price of denying them a place within intentional psychology proper. More recently, cognitive reductionists (including identity theorists) like Robert Solomon and Joel Marks (...) recognize that emotions are intentional but, by reducing them to judgments, beliefs, desires, etc., fail to capture their distinctiveness as mental causes (see Solomon 1976 and Marks 1982). In other words, their place within intentional psychology is acknowledged at the price of denying them their uniqueness. (shrink)

Much as we would like to conceive empirical thought as rationally grounded in experience, pitfalls await anyone who tries to articulate this position, and ...

Bill Brewer presents an original view of the role of conscious experience in the acquisition of empirical knowledge. He argues that perceptual experiences must provide reasons for empirical beliefs if there are to be any determinate beliefs at all about particular objects in the world. This fresh approach to epistemology turns away from the search for necessary and sufficient conditions for knowledge and works instead from a theory of understanding in a particular area.

Certain of our concepts are innate, but many others are learned. Despite the plausibility of this claim, some have argued that the very idea of concept learning is incoherent. I present a conception of learning that sidesteps the arguments against the possibility of concept learning, and sketch several mechanisms that result in the generation of new primitive concepts. Given the rational considerations that motivate their deployment, I argue that these deserve to be called learning mechanisms. I conclude by replying to (...) the objections that these mechanisms cannot produce genuinely new content and cannot be part of genuinely cognitive explanations. (shrink)

This book presents an attempt to develop a theory of knowledge and a philosophy of mind using ideas derived from the mathematical theory of communication developed by Claude Shannon. Information is seen as an objective commodity defined by the dependency relations between distinct events. Knowledge is then analyzed as information caused belief. Perception is the delivery of information in analog form for conceptual utilization by cognitive mechanisms. The final chapters attempt to develop a theory of meaning by viewing meaning as (...) a certain kind of information-carrying role. (shrink)

Recent work by philosophers of mind and psychology on nonconceptual content.

Concept empiricists are committed to the claim that the vehicles of thought are re-activated perceptual representations. Evidence for empiricism comes from a range of neuroscientific studies showing that perceptual regions of the brain are employed during cognitive tasks such as categorization and inference. I examine the extant neuroscientific evidence and argue that it falls short of establishing this core empiricist claim. During conceptual tasks, the causal structure of the brain produces widespread activity in both perceptual and non-perceptual systems. I lay (...) out several conditions on what is required for a neural state to be a realizer of the functional role played by concepts, and argue that no subset of this activity can be singled out as the unique neural vehicle of conceptual thought. Finally, I suggest that, while the strongest form of empiricism is probably false, the evidence is consistent with several weaker forms of empiricism. (shrink)

Conceptual atomists argue that most of our concepts are primitive. I take up three arguments that have been thought to support atomism and show that they are inconclusive. The evidence that allegedly backs atomism is equally compatible with a localist position on which concepts are structured representations with complex semantic content. I lay out such a localist position and argue that the appropriate position for a non-atomist to adopt is a pluralist view of conceptual structure. I show several ways in (...) which conceptual pluralism provides an advantage in satisfying the empirical and philosophical demands on a theory of conceptual structure and content. (shrink)

Jesse Prinz has argued that a proxytype theory of concepts provides what he calls the 'intentionality' and 'cognitive content' desiderata better than any current competitor, and that the hybrid nature of proxytypes allows his theory to combine the informational component of informational atomism with the view that concepts are semantically structured entities. In response, I argue that the hybrid character of proxytypes, far from delivering the advantages Prinz claims, generates a threatening dilemma: either his theory is novel but fails to (...) deliver the intentionality and cognitive content desiderata, or it delivers these desiderata but is not novel. (shrink)

This article describes what the earliest concepts are like and presents a theory of the spatial primitives from which they are formed. The earliest concepts tend to be global, like animal and container, and it is hypothesized that they consist of simplified redescriptions of innately salient spatial information. These redescriptions become associated with sensory and other bodily experiences that are not themselves redescribed, but that enrich conceptual thought. The initial conceptual base becomes expanded through subdivision, sometimes aided by language that (...) points up these divisions or suggests new spatial analyses, and by the analogical extension of spatially derived concepts to nonspatial domains. This formulation is contrasted with Fodor's (1998) metaphysical theory of concept formation. (shrink)

In Furnishing the mind, Prinz defends a view of concept representation that assumes all representations are rooted in perception. This view is attractive, because it makes clear how concepts could be learned from experience in the world. In this paper, we discuss three limitations of the view espoused by Prinz. First, the central proposal requires more detail in order to support the claim that all representations are modal. Second, it is not clear that a theory of concepts must make a (...) realist assumption. Third, the arguments focus on object categories that can be described by features, which are only one of many types of categories. Despite the flaws in the book, however, it clearly highlights a road that can be taken by those interested in defending an empiricist view of concepts. (shrink)

According to one productive and influential approach to cognition, categorization, object recognition, and higher level cognitive processes operate on a set of fixed features, which are the output of lower level perceptual processes. In many situations, however, it is the higher level cognitive process being executed that influences the lower level features that are created. Rather than viewing the repertoire of features as being fixed by low-level processes, we present a theory in which people create features to subserve the representation (...) and categorization of objects. Two types of category learning should be distinguished. Fixed space category learning occurs when new categorizations are representable with the available feature set. Flexible space category learning occurs when new categorizations cannot be represented with the features available. Whether fixed or flexible, learning depends on the featural contrasts and similarities between the new category to be represented and the individual's existing concepts. Fixed feature approaches face one of two problems with tasks that call for new features: If the fixed features are fairly high level and directly useful for categorization, then they will not be flexible enough to represent all objects that might be relevant for a new task. If the fixed features are small, subsymbolic fragments (such as pixels), then regularities at the level of the functional features required to accomplish categorizations will not be captured by these primitives. We present evidence of flexible perceptual changes arising from category learning and theoretical arguments for the importance of this flexibility. We describe conditions that promote feature creation and argue against interpreting them in terms of fixed features. Finally, we discuss the implications of functional features for object categorization, conceptual development, chunking, constructive induction, and formal models of dimensionality reduction. Key Words: concept learning; conceptual development; features; perceptual learning; stimulus encoding. (shrink)