A computational theory of induction must be able to identify the projectible predicates, that is to distinguish between which predicates can be used in inductive inferences and which cannot. The problems of projectibility are introduced by reviewing some of the stumbling blocks for the theory of induction that was developed by the logical empiricists. My diagnosis of these problems is that the traditional theory of induction, which started from a given (observational) language in relation to which all inductive rules are (...) formulated, does not go deep enough in representing the kind of information used in inductive inferences. As an interlude, I argue that the problem of induction, like so many other problems within AI, is a problem of knowledge representation. To the extent that AI-systems are based on linguistic representations of knowledge, these systems will face basically the same problems as did the logical empiricists over induction. In a more constructive mode, I then outline a non-linguistic knowledge representation based on conceptual spaces. The fundamental units of these spaces are "quality dimensions". In relation to such a representation it is possible to define "natural" properties which can be used for inductive projections. I argue that this approach evades most of the traditional problems. (shrink)

Conceptual spaces have become an increasingly popular modeling tool in cognitive psychology. The core idea of the conceptual spaces approach is that concepts can be represented as regions in similarity spaces. While it is generally acknowledged that not every region in such a space represents a natural concept, it is still an open question what distinguishes those regions that represent natural concepts from those that do not. The central claim of this paper is that natural concepts are represented by the (...) cells of an optimally designed similarity space. (shrink)

The dominating models of information processes have been based on symbolic representations of information and knowledge. During the last decades, a variety of non-symbolic models have been proposed as superior. The prime examples of models within the non-symbolic approach are neural networks. However, to a large extent they lack a higher-level theory of representation. In this paper, conceptual spaces are suggested as an appropriate framework for non- symbolic models. Conceptual spaces consist of a number of 'quality dimensions' that often are (...) derived from perceptual mechanisms. It will be outlined how conceptual spaces can represent various kind of information and how they can be used to describe concept learning. The connections to prototype theory will also be presented. (shrink)

In this entertaining work, Peter Grdenfors embarks on an evolutionary detective story to try and solve one of the big mysteries surrounding human existence - how has the modern human being's way of thinking come into existence. Immensely readable and full of humorous insights, the book will be valuable for students in psychology and biology, and accessible to readers of popular science.

We present an account of semantics that is not construed as a mapping of language to the world but rather as a mapping between individual meaning spaces. The meanings of linguistic entities are established via a “meeting of minds.” The concepts in the minds of communicating individuals are modeled as convex regions in conceptual spaces. We outline a mathematical framework, based on fixpoints in continuous mappings between conceptual spaces, that can be used to model such a semantics. If concepts are (...) convex, it will in general be possible for interactors to agree on joint meaning even if they start out from different representational spaces. Language is discrete, while mental representations tend to be continuous—posing a seeming paradox. We show that the convexity assumption allows us to address this problem. Using examples, we further show that our approach helps explain the semantic processes involved in the composition of expressions. (shrink)

Decision theory and the theory of rational choice have recently been the subjects of considerable research by philosophers and economists. However, no adequate anthology exists which can be used to introduce students to the field. This volume is designed to meet that need. The essays included are organized into five parts covering the foundations of decision theory, the conceptualization of probability and utility, pholosophical difficulties with the rules of rationality and with the assessment of probability, and causal decision theory. The (...) editors provide an extensive introduction to the field and introductions to each part. (shrink)

This paper extends earlier work by its authors on formal aspects of the processes of contracting a theory to eliminate a proposition and revising a theory to introduce a proposition. In the course of the earlier work, Gardenfors developed general postulates of a more or less equational nature for such processes, whilst Alchourron and Makinson studied the particular case of contraction functions that are maximal, in the sense of yielding a maximal subset of the theory (or alternatively, of one (...) of its axiomatic bases), that fails to imply the proposition being eliminated. In the present paper, the authors study a broader class, including contraction functions that may be less than maximal. Specifically, they investigate "partial meet contraction functions", which are defined to yield the intersection of some nonempty family of maximal subsets of the theory that fail to imply the proposition being eliminated. Basic properties of these functions are established: it is shown in particular that they satisfy the Gardenfors postulates, and moreover that they are sufficiently general to provide a representation theorem for those postulates. Some special classes of partial meet contraction functions, notably those that are "relational" and "transitively relational", are studied in detail, and their connections with certain "supplementary postulates" of Gardenfors investigated, with a further representation theorem established. (shrink)

I argue that analyses of various kinds of cooperation will benefit from an account of the cognitive and communicative functions required for the cooperation. In particular, I focus on the role of intersubjectivity , which has not been sufficiently considered in game theory. Intersubjectivity will here be divided into representing the emotions, desires, attention, intentions, and beliefs of others. I then analyze some kinds of cooperation—reciprocal altruism, indirect reciprocity, cooperation on future goals, and conventions—with respect to their cognitive and communicative (...) prerequisites. It is argued that uniquely human forms of cooperation depend on advanced forms of intersubjectivity. (shrink)

There is a great deal of justified concern about continuity through scientific theory change. Our thesis is that, particularly in physics, such continuity can be appropriately captured at the level of conceptual frameworks using conceptual space models. Indeed, we contend that the conceptual spaces of three of our most important physical theories—Classical Mechanics, Special Relativity Theory, and Quantum Mechanics —have already been so modelled as phase-spaces. Working with their phase-space formulations, one can trace the conceptual changes and continuities in transitioning (...) from CM to QM, and from CM to SRT. By offering a revised severity-ordering of changes that conceptual frameworks can undergo, we provide reasons to doubt the commonly held view that CM is conceptually closer to SRT than QM. (shrink)

Some fifteen years ago, research on generalized quantifiers was con sidered to be a branch of mathematical logic, mainly carried out by mathematicians. Since then an increasing number of linguists and philosophers have become interested in exploring the relevance of general quantifiers for natural language as shown by the bibliography compiled for this volume. To a large extent, the new research has been inspired by Jon Barwise and Robin Cooper's path-breaking article "Generalized Quantifiers and Natural Language" from 1981. A concrete (...) sign of this development was the workshop on this topic at Lund University, May 9-11, 1985, which was organized by Robin Cooper, Elisabet Engdahl, and the present editor. All except two of the papers in this volume derive from that workshop. Jon Barwise's paper in the volume is different from the one he presented in connection with the workshop. Mats Rooth's contribution has been added because of its close relationship with the rest of the papers. The articles have been revised for publication here and the authors have commented on each other's contributions in order to integrate the collection. The organizers of the workshop gratefully acknowledge support from the Department of Linguistics, the Department of Philosophy and the Faculty of Humanities at Lund University, the Royal Swedish Academy of Sciences (through the Wallenberg Foundation), the Swedish Institute, and the Letterstedt Foundation. (shrink)

This paper offers a novel way of reconstructing conceptual change in empirical theories. Changes occur in terms of the structure of the dimensions—that is to say, the conceptual spaces—underlying the conceptual framework within which a given theory is formulated. Five types of changes are identified: (1) addition or deletion of special laws, (2) change in scale or metric, (3) change in the importance of dimensions, (4) change in the separability of dimensions, and (5) addition or deletion of dimensions. Given this (...) classification, the conceptual development of empirical theories becomes more gradual and rationalizable. Only the most extreme type—replacement of dimensions—comes close to a revolution. The five types are exemplified and applied in a case study on the development within physics from the original Newtonian mechanics to special relativity theory. (shrink)

To evaluate the success of simple heuristics we need to know more about how a relevant heuristic is chosen and how we learn which cues are relevant. These meta-abilities are at the core of ecological rationality, rather than the individual heuristics.

Many animal species use tools, but human technical engagement is more complex. We argue that there is coevolution between technical engagement and advanced forms of causal cognition in the human lineage. As an analytic tool, we present a classification of different forms of causal thinking. Human causal thinking has become detached from space and time, so that instead of just reacting to perceptual input, our minds can simulate actions and forces and their causal consequences. Our main thesis is that, unlike (...) the situation for other primate species, an increasing emphasis on technical engagement made some hominins capable of reasoning about the forces involved in causal processes. This thesis is supported in three ways: We compare the casual thinking about forces of hominins with that of other primates. We analyze the causal thinking required for Stone Age hunting technologies such as throwing spears, bow hunting and the use of poisoned arrows, arguing that they may serve as examples of the expansion of casual cognition about forces. We present neurophysiological results that indicate the facilitation of advanced causal thinking. (shrink)

This volume is a collection of some of the most important philosophical papers by Peter Gärdenfors. Spanning a period of more than 20 years of his research, they cover a wide ground of topics, from early works on decision theory, belief revision and nonmonotonic logic to more recent work on conceptual spaces, inductive reasoning, semantics and the evolutions of thinking. Many of the papers have only been published in places that are difficult to access. The common theme of all (...) the papers is the dynamics of thought. Several of the papers have become minor classics and the volume bears witness of the wide scope of Gärdenfors’ research and of his crisp and often witty style of writing. The volume will be of interest to researchers in philosophy and other cognitive sciences. (shrink)

This article presents two learning processes in order to explain how children at an early age can transform a complex sensory input to concepts and categories. The first process constructs the perceptual structures that emerge in children’s cognitive development by detecting invariants in the sensory input. The invariant structures involve a reduction in dimensionality of the sensory information. It is argued that this process generates the primary domains of space, objects and actions and that these domains can be represented as (...) conceptual spaces. Once the primary domains have been established, the second process utilizes covariances between different dimensions of the domains in order to identify natural clusters of entities. The clusters are then are used to determine concepts as regions in the spaces. As an application, the processes are used to resolve the so-called ‘complex first paradox’ that emerges from the fact that children, in general, learn nouns earlier than adjectives, even though nouns are semantically more complex than adjectives. (shrink)

Examines the link between nonmonotonic inference relations and theory revision operations, focusing on the correspondence between abstract properties which each may satisfy.

This edited book focuses on concepts and their applications using the theory of conceptual spaces, one of today’s most central tracks of cognitive science discourse. It features 15 papers based on topics presented at the Conceptual Spaces @ Work 2016 conference. The contributors interweave both theory and applications in their papers. Among the first mentioned are studies on metatheories, logical and systemic implications of the theory, as well as relations between concepts and language. Examples of the latter include explanatory models (...) of paradigm shifts and evolution in science as well as dilemmas and issues of health, ethics, and education. The theory of conceptual spaces overcomes many translational issues between academic theoretization and practical applications. The paradigm is mainly associated with structural explanations, such as categorization and meronomy. However, the community has also been relating it to relations, functions, and systems. The book presents work that provides a geometric model for the representation of human conceptual knowledge that bridges the symbolic and the sub-conceptual levels of representation. The model has already proven to have a broad range of applicability beyond cognitive science and even across a number of disciplines related to concepts and representation. (shrink)

A general criterion for the theory of belief revision is that when we revise a state of belief by a sentence A, as much of the old information as possible should be retained in the revised state of belief. The motivating idea in this paper is that if a belief B is irrelevant to A, then B should still be believed in the revised state. The problem is that the traditional definition of statistical relevance suffers from some serious shortcomings and (...) cannot be used as a tool for defining belief revision processes. In particular, the traditional definition violates the requirement that if A is irrelevant to C and B is irrelevant to C, then A&B is irrelevant to C. In order to circumvent these drawbacks, I develop an amended notion of relevance which has the desired properties. On the basis of the new definition, I outline how it can be used to simplify a construction of a belief revision method. (shrink)

Category-based induction is an inferential mechanism that uses knowledge of conceptual relations in order to estimate how likely is for a property to be projected from one category to another. During the last decades, psychologists have identified several features of this mechanism, and they have proposed different formal models of it. In this article; we propose a new mathematical model for category-based induction based on distances on conceptual spaces. We show how this model can predict most of the properties of (...) this kind of reasoning while providing a solid theoretical foundation for it. We also show that it subsumes some of the previous models proposed in the literature and that it generates new predictions. (shrink)

It is argued that it is not sufficient to consider only the sentences included in the explanans and explanandum when determining whether they constitute an explanation, but these sentences must always be evaluated relative to a knowledge situation. The central criterion on an explanation is that the explanans in a non-trivial way increases the belief value of the explanandum, where the belief value of a sentence is determined from the given knowledge situation. The outlined theory of explanations is applied to (...) some well-known examples and is also compared to other theories of explanation. (shrink)

Cognition, Education, and Communication Technology presents some of the recent theoretical developments in the cognitive and educational sciences and implications for the use of information and communication technology (ICT) in the organization of school and university education. Internationally renowned researchers present theoretical perspectives with proposals for and evaluations of educational practices. Each chapter discusses different aspects of the use of ICT in education, including: *the role of perceptual processes in learning; *external cognition as support for interactive learning; *the role of (...) meta-cognition; *simulation learning environments as cognitive tools; *the role of science controversy for knowledge integration; *the use of ICT in the development of educators; and *the role of narratives in education. ICT has great potential for revolutionizing education. Large investments of resources are being made, often without a strong understanding of how ICT will or should be implemented. The expectation is that students will show immediate improvements in terms of their motivation to learn and their learning achievements, but reality is different. Progress of ICT in education requires more than just computers in the classroom. It demands an understanding of the complex processes contributing to human learning and how they interact with new technologies. This text provides theoretical perspectives on the learning processes that can be used as a foundation for constructing pedagogically valuable tools based on ICT. The combination of results--from cognitive science and pedagogy, with more practically oriented suggestions for how ICT can be used in various forms of education--makes this book suitable for researchers and students in the cognitive and educational sciences, as well as for practitioners and planners of education. (shrink)

This paper concerns voting with logical consequences, which means that anybody voting for an alternative x should vote for the logical consequences of x as well. Similarly, the social choice set is also supposed to be closed under logical consequences. The central result of the paper is that, given a set of fairly natural conditions, the only social choice functions that satisfy social logical closure are oligarchic (where a subset of the voters are decisive for the social choice). The set (...) of conditions needed for the proof include a version of Independence of Irrelevant Alternatives that also plays a central role in Arrow's impossibility theorem. (Published Online July 11 2006) Footnotes1 Much of this article was written while the author was a fellow at the Swedish Collegium for Advanced Study in the Social Sciences (SCASSS) in Uppsala. I want to thank the Collegium for providing me with excellent working conditions. Wlodek Rabinowicz and other fellows gave me valuable comments at a seminar at SCASSS when an early version of the paper was presented. I also want to thank Luc Bovens, Franz Dietrich, Christian List and an anonymous referee for their excellent comments on a later version. The final version was prepared during a stay at Oxford University for which I am grateful to the British Academy. (shrink)