David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Croatian Journal of Philosophy 7 (3):447-474 (2007)
In this paper my concern is to evaluate a particular answer to the question of how we acquire mastery of the syntax of our first language. According to this answer children learn syntax by means of scientific investigation. Alison Gopnik has recently championed this idea as an extension of what she calls the ‘theory theory’, a well established approach to cognitive development in developntental psychology. I will argue against this extension of the theory theory. The general thrust of my objection is that at the point at which children are acquiring knowledge of syntax they are not in a position to engage in far-reaching scientific investigation. Or, if they are, there are no mechanisms in place to ensure that their scientific investigations will generate a common body of knowledge so making linguistic convergence a mystery. That this is so is a product of two salient features of scientific confirmation. I will conclude that my objections to the theory theory put pressure on learning theories in general
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Anat Ninio (2006). Language and the Learning Curve: A New Theory of Syntactic Development. OUP Oxford.
A. M. & M. S. (2002). The Theory Theory Thrice Over: The Child as Scientist, Superscientist or Social Institution? Studies in History and Philosophy of Science Part A 33 (1):117-132.
Stuart S. Glennan (2005). The Modeler in the Crib. Philosophical Explorations 8 (3):217-227.
Theodore Bach (forthcoming). Psychological Concept Acquisition. In N. Payette (ed.), Connected Minds: Cognition and Interaction in the Social World. Cambridge Scholars Publishing.
David Adger (2003). Core Syntax: A Minimalist Approach. Oxford University Press.
S. Awodey & A. W. Carus (2007). Carnap's Dream: Gödel, Wittgenstein, and Logical, Syntax. Synthese 159 (1):23-45.
Stephen P. Stich & Shaun Nichols (1998). Theory Theory to the Max. Mind and Language 13 (3):421-449.
Christopher Gauker (2005). On the Evidence for Prelinguistic Concepts. Theoria-Revista De Teoria Historia y Fundamentos De La Ciencia 20 (3):287-297.
Paul C. L. Tang (1984). Paradigm Shifts, Scientific Revolutions, and the Unit of Scientific Change: Towards a Post-Kuhnian Theory of Types of Scientific Development. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1984:125 - 136.
Rama Kant Agnihotri & H. K. Dewan (eds.) (2010). Knowledge, Language and Learning. Macmillan Publishers India.
Thomas C. Leonard (2002). Reflection on Rules in Science: An Invisible-Hand Perspective. Journal of Economic Methodology 9 (2):141-168.
Michael A. Bishop (2002). The Theory Theory Thrice Over: The Child as Scientist, Superscientist, or Social Institution? Studies in History and Philosophy of Science 33 (1):121-36.
Mark T. Nelson (2005). Loving Attention: A Realist, Projectivist Theory of Value. Religious Studies 41 (4):415-433.
Added to index2011-01-09
Total downloads7 ( #183,708 of 1,098,829 )
Recent downloads (6 months)4 ( #79,379 of 1,098,829 )
How can I increase my downloads?