David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
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
|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
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.
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.
Tim Fuller (2012). Is Scientific Theory Change Similar to Early Cognitive Development? Gopnik on Science and Childhood. Philosophical Psychology 26 (1):109 - 128.
Similar books and articles
Stuart S. Glennan (2005). The Modeler in the Crib. Philosophical Explorations 8 (3):217-227.
Alison Gopnik (1997). The Scientist as Child. Philosophy of Science 63 (4):485-514.
Elizabeth S. Spelke (2011). Natural Number and Natural Geometry. In Stanislas Dehaene & Elizabeth Brannon (eds.), Space, Time and Number in the Brain. Oxford University Press. 287--317.
Luc Faucher, Ron Mallon, Daniel Nazer, Shaun Nichols, Aaron Ruby, Stephen Stich & Jonathan Weinberg (2002). 18 The Baby in the Lab-Coat: Why Child Development is Not an Adequate Model for Understanding the Development of Science. In Peter Carruthers, Stephen P. Stich & Michael Siegal (eds.), The Cognitive Basis of Science. Cambridge University Press.
Daniel Nazer, Aaron Ruby, Shaun Nichols, Jonathan Weinberg, Stephen Stich, Luc Faucher & Ron Mallon (2002). The Baby in the Lab-Coat: Why Child Development is Not an Adequate Model for Understanding the Development of Science. In P. Carruthers, S. Stich & M. Siegal (eds.), The Cognitive Basis of Science. Cambridge University Press.
Marc D. Hauser & Elizabeth Spelke (2004). Evolutionary and Developmental Foundations of Human Knowledge. In Michael S. Gazzaniga (ed.), The Cognitive Neurosciences Iii. Mit Press.
Susan Carey (2009). The Origin of Concepts. Oxford University Press.
Elizabeth Spelke, Sang Ah Lee & Véronique Izard (2010). Beyond Core Knowledge: Natural Geometry. Cognitive Science 34 (5):863-884.
Added to index2009-01-28
Total downloads58 ( #27,279 of 1,102,917 )
Recent downloads (6 months)2 ( #183,068 of 1,102,917 )
How can I increase my downloads?