Search results for 'Conceptual Development' (try it on Scholar)

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  1. Hanne Andersen (2013). Conceptual Development and Dynamic Realism. Studia Philosophica Estonica 5 (2):133-151.score: 66.0
    This paper focuses on Thomas S. Kuhn's work on taxonomic concepts and how it relates to empirical work from the cognitive sciences on categorization and conceptual development. I shall first review the basic features of Kuhn's family resemblance account and compare to work from the cognitive sciences. I shall then show how Kuhn's account can be extended to cover the development of new taxonomies in science, and I shall illustrate by a detailed case study that Kuhn himself (...)
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  2. Michael Luntley (2008). Conceptual Development and the Paradox of Learning. Journal of Philosophy of Education 42 (1):1-14.score: 60.0
    Conceptual development requires learning. It requires learning to make discriminations that were previously unavailable to the subject. Notwithstanding the descriptions of learning available in the psychological and educational literature, there is no account available that shows that it is so much as possible. There can be no such account unless there is an answer to Jerry Fodor's paradox of learning. On our current understanding of concept acquisition, there is no such thing as learning. In this paper I explore (...)
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  3. Raymond W. Gibbs Jr (2008). Images Schemas in Conceptual Development: What Happened to the Body? Philosophical Psychology 21 (2):231 – 239.score: 60.0
    Mandler's target article claims that infants' capacity to abstract certain kinds of information from perceptual ldisplays occurs through a special mechanism of 'perceptual meaning analysis', which generates abstract, 'image-schemas' that are analogical representations summarizing spatial relations and movement in space. Under this view, perceptual processes give input to forming conceptual representations, but higher-order concepts are disembodied, symbolic representations that are stripped of their embodied roots. My alternative argument is that bodily experience has an enduring role in early conceptual (...)
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  4. Christopher Gauker (1993). An Extraterrestrial Perspective on Conceptual Development. Mind and Language 8 (1):105-30.score: 60.0
    The network theory of conceptual development is the theory that conceptual developmentmay be represented as a process of constructing a network of linked nodes. The nodes of such a network represent concepts and the links between nodes represent relations between concepts. The structure of such a network is not determined by experience alone but must evolve in accordance with abstraction heuristics, which constrain the varieties of network between which experience must decide. This paper criticizes the network theory (...)
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  5. U. Neisser (ed.) (1981). Concepts and Conceptual Development. Cambridge University Press.score: 60.0
    Concepts and Conceptual Development draws together theorists from a wide range of theoretical orientations to consider many different aspects of 'the psychology ...
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  6. William Bechtel (1988). Studies of Categorization: A Review Essay of Neisser's 'Concepts and Conceptual Development' and Hamad's 'Categorical Perception'. Philosophical Psychology 1 (3):381-389.score: 60.0
    Concepts and Conceptual Development: Ecological and Intellectual Factors in Categorization ULRIC NEISSER, 1987 Cambridge, Cambridge University Press x+384 pp., $39.50 Categorical Perception STEVAN HARNAD, 1987 Cambridge, Cambridge University Press x+599 pp., $59.50.
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  7. Fei Xu (2002). Language and Conceptual Development: Words as Essence Placeholders. Behavioral and Brain Sciences 25 (6):704-705.score: 60.0
    Perhaps in addition to language being a potential medium of domain-general thought, as suggested by Carruthers, language may also play another role in conceptual development: Words are “essence placeholders.” Evidence is presented from studies on categorization, object individuation, and inductive inference in infancy. The assumption that words are essence placeholders may be a mechanism by which infants acquire kind concepts.
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  8. Raymond Gibbs (2008). Images Schemas in Conceptual Development: What Happened to the Body? Philosophical Psychology 21 (2):231-239.score: 60.0
    Mandler's target article claims that infants' capacity to abstract certain kinds of information from perceptual ldisplays occurs through a special mechanism of ?perceptual meaning analysis?, which generates abstract, ?image-schemas? that are analogical representations summarizing spatial relations and movement in space. Under this view, perceptual processes give input to forming conceptual representations, but higher-order concepts are disembodied, symbolic representations that are stripped of their embodied roots. My alternative argument is that bodily experience has an enduring role in early conceptual (...)
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  9. Simon Saunders, Critical Notice: "The Conceptual Development of 20th Century Field Theories", by Tian Yu Cao.score: 60.0
    Cao makes two claims of particular philosophical interest, in his book "The Conceptual Development of 20th Century Field Theories". (i) The history of these developments refutes Kuhn's relativistic epistemology, and (tacitly) (2) the question of realism in quantum field theory can be addressed independent of one's views on the probem of measurement. I argue that Cao is right on the first score, although for reasons different from the ones he cites, but wrong on the second. In support of (...)
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  10. Barbara Morgan, Franklyn Morgan, Victoria Foster & Jered Kolbert (2000). Promoting the Moral and Conceptual Development of Law Enforcement Trainees: A Deliberate Psychological Educational Approach. Journal of Moral Education 29 (2):203-218.score: 60.0
    The history of ethical problems and corruption in American law enforcement is well documented. Current law enforcement training lacks a significant focus on ethics training and is in need of modifications which would include a greater emphasis on ethics education. This study drew on cognitive development theory, applied specifically to the domains of moral and conceptual development, to create and implement an educational programme for police officer trainees and college students studying criminal justice. The Deliberate Psychological Education (...)
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  11. David L. Hull (1988). A Mechanism and its Metaphysics: An Evolutionary Account of the Social and Conceptual Development of Science. [REVIEW] Biology and Philosophy 3 (2):123-155.score: 54.0
    The claim that conceptual systems change is a platitude. That our conceptual systems are theory-laden is no less platitudinous. Given evolutionary theory, biologists are led to divide up the living world into genes, organisms, species, etc. in a particular way. No theory-neutral individuation of individuals or partitioning of these individuals into natural kinds is possible. Parallel observations should hold for philosophical theories about scientific theories. In this paper I summarize a theory of scientific change which I set out (...)
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  12. Philippe G. Schyns, Robert L. Goldstone & Jean-Pierre Thibaut (1998). The Development of Features in Object Concepts. Behavioral and Brain Sciences 21 (1):1-17.score: 54.0
    According to one productive and influential approach to cognition, categorization, object recognition, and higher level cognitive processes operate on a set of fixed features, which are the output of lower level perceptual processes. In many situations, however, it is the higher level cognitive process being executed that influences the lower level features that are created. Rather than viewing the repertoire of features as being fixed by low-level processes, we present a theory in which people create features to subserve the representation (...)
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  13. Daniel D. Hutto (2005). Starting Without Theory: Confronting the Paradox of Conceptual Development. In B. Malle & S. Hodges (eds.), Other Minds. Guilford. 56--72.score: 51.0
    There is a paradox about how our social understanding develops if we take seriously both theory theory and the cognitivist dictum that all skilful interaction has robust conceptual underpinnings. On the one hand, it is clear that young infants demonstrate a capacity to reliably detect and respond to other’s intentions. For example, recent experimental evidence confirms that they have the capacity to appropriately parse what would otherwise be an undifferentiated behaviour stream at its mentalistic joints. If we follow the (...)
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  14. R. Eric Reidenbach & Donald P. Robin (1991). A Conceptual Model of Corporate Moral Development. Journal of Business Ethics 10 (4):273 - 284.score: 48.0
    The conceptual model presented in this article argues that corporations exhibit specific behaviors that signal their true level of moral development. Accordingly, the authors identify five levels of moral development and discuss the dynamics that move corporations from one level to another. Examples of corporate behavior which are indicative of specific stages of moral development are offered.
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  15. Stavros Ioannidis (2008). How Development Changes Evolution: Conceptual and Historical Issues in Evolutionary Developmental Biology. [REVIEW] Biology and Philosophy 23 (4):567-578.score: 48.0
    Evolutionary developmental biology (Evo-Devo) is a new and rapidly developing field of biology which focuses on questions in the intersection of evolution and development and has been seen by many as a potential synthesis of these two fields. This synthesis is the topic of the books reviewed here. Integrating Evolution and Development (edited by Roger Sansom and Robert Brandon), is a collection of papers on conceptual issues in Evo-Devo, while From Embryology to Evo-Devo (edited by Manfred Laubichler (...)
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  16. Thomas Hanke & Wolfgang Stark (2009). Strategy Development: Conceptual Framework on Corporate Social Responsibility. [REVIEW] Journal of Business Ethics 85 (3):507 - 516.score: 48.0
    Corporate social responsibility (CSR) and its action-oriented offspring Corporate Citizenship (CC) currently trigger an intensifying debate on ethics, role and behavior of companies within civil society. For companies, CSR raises the question of what may be the "good reason(s)" for acting responsible towards its members, customers or society. In order to answer this question, we face the debate on CSR and its strategic engagement drivers on the levels of corporate culture, social innovation, and civil society. In this article, we provide (...)
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  17. Vladimir M. Sloutsky (2010). From Perceptual Categories to Concepts: What Develops? Cognitive Science 34 (7):1244-1286.score: 48.0
    People are remarkably smart: They use language, possess complex motor skills, make nontrivial inferences, develop and use scientific theories, make laws, and adapt to complex dynamic environments. Much of this knowledge requires concepts and this study focuses on how people acquire concepts. It is argued that conceptual development progresses from simple perceptual grouping to highly abstract scientific concepts. This proposal of conceptual development has four parts. First, it is argued that categories in the world have different (...)
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  18. Paul Griffiths & James Tabery, Behavioral Genetics and Development: Historical and Conceptual Causes of Controversy.score: 48.0
    Traditional, quantitative behavioral geneticists and developmental psychobiologists such as Gilbert Gottlieb have long debated what it would take to create a truly developmental behavioral genetics. These disputes have proven so intractable that disputants have repeatedly suggested that the problem rests on their opponents' conceptual confusion; whilst others have argued that the intractability results from the non-scientific, political motivations of their opponents. The authors provide a different explanation of the intractability of these debates. They show that the disputants have competing (...)
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  19. Simon Saunders (2003). Critical Notice: Tian Yu Cao's “the Conceptual Development of 20th Century Field Theories”. Synthese 136 (1):79-105.score: 48.0
    Tian Yu Cao has written a serious and scholarly book covering a great deal of physics. He ranges from classical relativity theory, both special and general, to relativistic quantum …eld theory, including non-Abelian gauge theory, renormalization theory, and symmetry-breaking, presenting a detailed and very rich picture of the mainstream developments in quantum physics; a remarkable feat. It has, moreover, a philosophical message: according to Cao, the development of these theories is inconsistent with a Kuhnian view of theory change, and (...)
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  20. Frank Keil (2011). Graceful Degradation and Conceptual Development. Behavioral and Brain Sciences 34 (3):133-134.score: 48.0
    In this book, Carey gives cognitive science a detailed account of the origins of concepts and an explanation of how origins stories are essential to understanding what concepts are and how we use them. At the same time, this book's details help highlight the challenge of explaining how conceptual change works with real-world concepts that often have heavily degraded internal content.
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  21. John E. Sarnecki (2008). Sortals for Dummies. Erkenntnis 69 (2):145 - 164.score: 45.0
    Advocates of sortal essentialism have argued that concepts like “thing” or “object” lack the unambiguous individuative criteria necessary to play the role of genuine sortals in reference. Instead, they function as “dummy sortals” which are placeholders or incomplete designations. In disqualifying apparent placeholder sortals, however, these philosophers have posed insuperable problems for accounts of childhood conceptual development. I argue that recent evidence in psychology demonstrates that children do possess simple or basic sortals of physical objects or things. I (...)
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  22. Kai Hahlweg (1988). Epistemology or Not? An Inquiry Into David Hull's Evolutionary Account of the Social and Conceptual Development of Science. Biology and Philosophy 3 (2):187-192.score: 45.0
  23. Gareth B. Matthews (1985). The Idea of Conceptual Development in Piaget. Synthese 65 (1):87 - 97.score: 45.0
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  24. Marjorie Rhodes & Daniel Brickman (2010). The Role of Within-Category Variability in Category-Based Induction: A Developmental Study. Cognitive Science 34 (8):1561-1573.score: 45.0
    The present studies tested the hypothesis that strong assumptions about within-category homogeneity impede children’s recognition of the inductive value of diverse samples of evidence. In Study 1a, children (7-year-olds) and adults were randomly assigned to receive a prime emphasizing within-category variability, a prime emphasizing within-category similarities, or to not receive a prime. Only following the variability prime, children demonstrated a reliable preference for evaluating diverse over nondiverse samples to determine whether there is support for a category-wide generalization. Adults demonstrated a (...)
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  25. Marjorie Rhodes & Henry Wellman (2013). Constructing a New Theory From Old Ideas and New Evidence. Cognitive Science 37 (3):592-604.score: 45.0
    A central tenet of constructivist models of conceptual development is that children's initial conceptual level constrains how they make sense of new evidence and thus whether exposure to evidence will prompt conceptual change. Yet little experimental evidence directly examines this claim for the case of sustained, fundamental conceptual achievements. The present study combined scaling and experimental microgenetic methods to examine the processes underlying conceptual change in the context of an important conceptual achievement of (...)
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  26. Simon Saunders (2003). Tian Yu Cao's "The Conceptual Development of 20th Century Field Theories". Synthese 136 (1):79 - 105.score: 45.0
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  27. Pamela M. Henson (1988). A Short Note on Hull's “a Mechanism and its Metaphysics: An Evolutionary Account of the Social and Conceptual Development of Science”. [REVIEW] Biology and Philosophy 3 (2):192-193.score: 45.0
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  28. Hanne Andersen (2012). Conceptual Development in Interdisciplinary Research. In Uljana Feest & Friedrich Steinle (eds.), Scientific Concepts and Investigative Practice. De Gruyter. 3--271.score: 45.0
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  29. Brent D. Mishler (1990). Phylogenetic Analogies in the Conceptual Development of Science. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1990:225 - 235.score: 45.0
    I address David Hull's theses about the process of science from the perspective of an evolutionary biologist, particularly emphasizing phylogenetic systematics (a.k.a. cladistics), an area that has figured prominently in Hull's work as a source of both sociological data and metatheory. The goal is to carefully explore analogies and disanalogies between scientific process and comparative biology. There do seem to be remarkable analogies (e.g., research groups as lineages, scientists as interactors in selection processes), indeed these lead to important insights (...)
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  30. Wouter Haaften (1990). The Justification of Conceptual Development Claims. Journal of Philosophy of Education 24 (1):51-70.score: 45.0
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  31. Jonathan Baron (1972). Semantic Components and Conceptual Development. Cognition 2 (3):299-317.score: 45.0
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  32. Wouter Haaften (1993). Conceptual Development and Relativism: Reply to Siegel. Journal of Philosophy of Education 27 (1):87-100.score: 45.0
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  33. Maciej Haman & Mikołaj Hernik (2011). Can Multiple Bootstrapping Provide Means of Very Early Conceptual Development? Behavioral and Brain Sciences 34 (3):130-131.score: 45.0
    Carey focuses her theory on initial knowledge and Quinian bootstrapping. We reflect on developmental mechanisms, which can operate in between. Whereas most of the research aims at delimitating early cognitive mechanisms, we point at the need for studying their integration and mutual bootstrapping. We illustrate this call by referring to a current debate on infants' use of featural representations.
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  34. Maria Legerstee (1997). Changes in Social Conceptual Development: Domain Specific Structures, Self-Organization and Indeterminism. In Alan Fogel, Maria C. D. P. Lyra & Jaan Valsiner (eds.), Dynamics and Indeterminism in Developmental and Social Processes. L. Erlbaum. 245--260.score: 45.0
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  35. Alan M. Leslie & Laila Thaiss (1992). Domain Specificity in Conceptual Development: Neuropsychological Evidence From Autism. Cognition 43 (3):225-251.score: 45.0
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  36. Alexander T. Levine (2000). Which Way Is Up? Thomas S. Kuhn's Analogy to Conceptual Development in Childhood. Science and Education 9 (1-2):107-122.score: 45.0
  37. P. G. Schyns (1991). A Neural Network Model of Conceptual Development. Cognitive Science 15:461-508.score: 45.0
     
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  38. Michael Siegal & Luca Surian (2004). Conceptual Development and Conversational Understanding. Trends in Cognitive Sciences 8 (12):534-538.score: 45.0
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  39. Harvey Siegel (1993). Justifying Conceptual Development Claims: Response to Van Haaften. Journal of Philosophy of Education 27 (1):79–86.score: 45.0
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  40. Michael Siegal (2004). Language and Conceptual Development. Trends in Cognitive Sciences 8 (7):287.score: 45.0
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  41. Lawrence B. Slobodkin (1989). Evolution of Science Science as a Process: An Evolutionary Account of the Social and Conceptual Development of Science David L. Hull. Bioscience 39 (8):572-574.score: 45.0
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  42. Christina Solomonidou & Heleni Stavridou (2000). From Inert Object to Chemical Substance: Students' Initial Conceptions and Conceptual Development During an Introductory Experimental Chemistry Sequence. Science Education 84 (3):382-400.score: 45.0
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  43. Wouter van Haaften (1993). Conceptual Development and Relativism: Reply to Siegel. Journal of Philosophy of Education 27 (1):87–100.score: 45.0
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  44. Wouter van Haaften (1990). The Justification of Conceptual Development Claims. Journal of Philosophy of Education 24 (1):51–70.score: 45.0
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  45. Jean M. Mandler (2012). On the Spatial Foundations of the Conceptual System and Its Enrichment. Cognitive Science 36 (3):421-451.score: 42.0
    A theory of how concept formation begins is presented that accounts for conceptual activity in the first year of life, shows how increasing conceptual complexity comes about, and predicts the order in which new types of information accrue to the conceptual system. In a compromise between nativist and empiricist views, it offers a single domain-general mechanism that redescribes attended spatiotemporal information into an iconic form. The outputs of this mechanism consist of types of spatial information that we (...)
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  46. Jorge Clímaco Cañarte & Evelio Felipe Machado Ramírez (2012). Conceptual treatment of the endogenous development-society relationship. Humanidades Médicas 12 (3):360-370.score: 42.0
    Se realizan algunas conceptualizaciones que constituyen premisas de la Universidad del siglo XXI, como es el desarrollo endógeno, como una mirada de la institución de educación superior para lograr la transformación y desarrollo local sustentable. La realidad impone, que el proceso formativo, no sea solo hacia dentro sino que los actores internos y externos confluyan en los propósitos de progreso económico y social y la Universidad se convierta en el líder que guía dicho desarrollo. Some conceptualizations that constitute premises of (...)
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  47. David Alastair Lindsay Coldwell & Chris William Callaghan (2013). Specific Organizational Citizenship Behaviours and Organizational Effectiveness: The Development of a Conceptual Heuristic Device. Journal for the Theory of Social Behaviour 44 (1).score: 42.0
    Organizational citizenship behaviour has generally been associated with organizational effectiveness. However, recent research has shown that this may not always be the case and that certain types of organizational citizenship behaviour such as compulsory citizenship behaviour, may be inimical to the fulfillment of formal goals and organizational effectiveness. Using military historical and business organizational secondary data, the paper maintains that extreme variance in either organizational (task) or personal (social psychological) support organizational citizenship behaviour generates entropic citizenship behaviour which derails completely (...)
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  48. J. W. Atkinson (1992). Conceptual Issues in the Reunion of Development and Evolution. Synthese 91 (1-2):93 - 110.score: 39.0
    Recently a growing number of biologists have begun to consider the causal role that processes of embryonic development may play in evolution. This constitutes a reunion of these phenomena which had been linked in the nineteenth century through Haeckel's biogenetic law. This reunion may result in a new subdiscipline of biology, if there is a set of unique concepts and methods which tie the various research approaches together. Such concepts as bauplan, canalization, and developmental constraint, may serve in such (...)
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  49. James W. Garrison & Michael L. Bentley (1990). Science Education, Conceptual Change and Breaking with Everyday Experience. Studies in Philosophy and Education 10 (1):19-35.score: 39.0
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