David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Philosophy of Science 63 (4):515 - 533 (1996)
While endorsing Gopnik's proposal that studies of the emergence and modification of scientific theories and studies of cognitive development in children are mutually illuminating, we offer a different picture of the beginning points of cognitive development from Gopnik's picture of "theories all the way down." Human infants are endowed with several distinct core systems of knowledge which are theory-like in some, but not all, important ways. The existence of these core systems of knowledge has implications for the joint research program between philosophers and psychologists that Gopnik advocates and we endorse. A few lessons already gained from this program of research are sketched
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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.
Vladimir M. Sloutsky (2010). From Perceptual Categories to Concepts: What Develops? Cognitive Science 34 (7):1244-1286.
Tim Fuller (2012). Is Scientific Theory Change Similar to Early Cognitive Development? Gopnik on Science and Childhood. Philosophical Psychology 26 (1):109 - 128.
Stephen Andrew Butterfill (2007). What Are Modules and What is Their Role in Development? Mind and Language 22 (4):450–473.
Nick Chater & Morten H. Christiansen (2010). Language Acquisition Meets Language Evolution. Cognitive Science 34 (7):1131-1157.
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