David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Philosophical Psychology 21 (2):241 – 250 (2008)
The more carefully we look, the more impressive the repertoire of infant concepts seems to be. Across a wide range of tasks, infants seem to be using concepts corresponding to surprisingly high-level and abstract categories and relations. It is tempting to try to explain these abilities in terms of a core capacity in spatial cognition that emerges very early in development and then gets extended beyond reasoning about direct spatial arrays and events. Although such a spatial cognitive capacity may indeed form one valuable basis for later cognitive growth, it seems unlikely that it can be the sole or even primary explanation for either the impressive conceptual capacities of infants or the ways in which concepts develop.
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Jerry A. Fodor (1998). Concepts: Where Cognitive Science Went Wrong. Oxford University Press.
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Citations of this work BETA
Rubi Hammer, Gil Diesendruck, Daphna Weinshall & Shaul Hochstein (2009). The Development of Category Learning Strategies: What Makes the Difference? Cognition 112 (1):105-119.
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