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

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  1.  17
    Hanne Andersen (2013). Conceptual Development and Dynamic Realism. Studia Philosophica Estonica 5 (2):133-151.
    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.  36
    Michael Luntley (2008). Conceptual Development and the Paradox of Learning. Journal of Philosophy of Education 42 (1):1-14.
    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.  40
    U. Neisser (ed.) (1981). Concepts and Conceptual Development. Cambridge University Press.
    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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  4.  36
    Christopher Gauker (1993). An Extraterrestrial Perspective on Conceptual Development. Mind and Language 8 (1):105-30.
    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.  7
    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.
    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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  6.  29
    Raymond W. Gibbs Jr (2008). Images Schemas in Conceptual Development: What Happened to the Body? Philosophical Psychology 21 (2):231 – 239.
    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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  7.  22
    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.
    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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  8.  20
    Fei Xu (2002). Language and Conceptual Development: Words as Essence Placeholders. Behavioral and Brain Sciences 25 (6):704-705.
    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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  9.  13
    Simon Saunders, Critical Notice: "The Conceptual Development of 20th Century Field Theories", by Tian Yu Cao.
    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.  8
    Raymond Gibbs (2008). Images Schemas in Conceptual Development: What Happened to the Body? Philosophical Psychology 21 (2):231-239.
    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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  11. Walter Warwick (2001). The Conceptual Development of Nondeterminism in Theoretical Computer Science. Dissertation, Indiana University
    In this essay, I examine the notion of a nondeterministic algorithm from both a conceptual and historical point of view. I argue that the intuitions underwriting nondeterminism in the context of contemporary theoretical computer science cannot be reconciled with the intuitions that originally motivated nondeterminism. I identify four different intuitions about nondeterminism: nondeterminism as evidence for the Church Turing thesis; nondeterminism as a natural reflection of the mathematician's behavior; nondeterminism as a formal, mathematical generalization; and nondeterminism as a physical (...)
     
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  12. Daniel D. Hutto (2005). Starting Without Theory: Confronting the Paradox of Conceptual Development. In B. Malle & S. Hodges (eds.), Other Minds. Guilford 56--72.
    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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  13.  14
    Tian Cao (1997). Conceptual Development of 20th Century Field Theories. Cambridge University Press.
    From reviews of the hardback edition: a deep study of 20th century field ... of the conceptual origins and development of twentieth century field theories, ...
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  14.  3
    M. I. Harvey, R. Gahrn-Andersen & S. V. Steffensen (2016). Authors’ Response: Explanatory Pluralism and Precise Conceptual Development. Constructivist Foundations 11 (2):254-264.
    Upshot: We agree with commenters that enactivism incorporates a broad variety of methodologies, metaphysical stances, concepts, and investigative approaches, and that this is a good thing. However, we remain concerned that autonomy and sense-making are problematic concepts for post-Varelian enactivism, and that they form the foundations of a conceptual framework that may hamper the development of effective explanations for cognitive activity, as well as the paradigmatic aspirations of this particular enactivist approach.
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  15.  34
    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.
    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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  16. David L. Hull (1988). Science as a Process an Evolutionary Account of the Social and Conceptual Development of Science. University of Chicago Press.
  17.  12
    Alan M. Leslie & Laila Thaiss (1992). Domain Specificity in Conceptual Development: Neuropsychological Evidence From Autism. Cognition 43 (3):225-251.
  18.  97
    Simon Saunders (2003). Critical Notice: Tian Yu Cao's “the Conceptual Development of 20th Century Field Theories”. [REVIEW] Synthese 136 (1):79-105.
    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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  19.  17
    Frank Keil (2011). Graceful Degradation and Conceptual Development. Behavioral and Brain Sciences 34 (3):133-134.
    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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  20. R. Eric Reidenbach & Donald P. Robin (1991). A Conceptual Model of Corporate Moral Development. Journal of Business Ethics 10 (4):273 - 284.
    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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  21.  17
    Michael Siegal & Luca Surian (2004). Conceptual Development and Conversational Understanding. Trends in Cognitive Sciences 8 (12):534-538.
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  22.  6
    Hanne Andersen (2012). Conceptual Development in Interdisciplinary Research. In Uljana Feest & Friedrich Steinle (eds.), Scientific Concepts and Investigative Practice. De Gruyter 3--271.
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  23.  4
    Simon Saunders (2003). Tian Yu Cao's "The Conceptual Development of 20th Century Field Theories". Synthese 136 (1):79 - 105.
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  24.  1
    Carolyn B. Mervis & Carolyn Greco (1984). Parts and Early Conceptual Development: Comment on Tversky and Hemenway. Journal of Experimental Psychology: General 113 (2):194-197.
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  25.  1
    Wouter Haaften (1990). The Justification of Conceptual Development Claims. Journal of Philosophy of Education 24 (1):51-70.
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  26.  9
    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.
  27.  15
    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.
  28. 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.
  29.  5
    Michael Siegal (2004). Language and Conceptual Development. Trends in Cognitive Sciences 8 (7):287.
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  30.  15
    Gareth B. Matthews (1985). The Idea of Conceptual Development in Piaget. Synthese 65 (1):87 - 97.
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  31.  4
    Maciej Haman & Mikołaj Hernik (2011). Can Multiple Bootstrapping Provide Means of Very Early Conceptual Development? Behavioral and Brain Sciences 34 (3):130-131.
    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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  32.  4
    Harvey Siegel (1993). Justifying Conceptual Development Claims: Response to Van Haaften. Journal of Philosophy of Education 27 (1):79–86.
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  33.  3
    Kostas Kampourakis (2015). Distorting the History of Evolutionary Thought in Conceptual Development Research. Cognitive Science 39 (4):833-837.
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  34.  3
    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.
    I address David Hull's theses about the process of science from the perspective of an evolutionary biologist, particularly emphasizing phylogenetic systematics, 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, indeed these lead to important insights that might not otherwise have been made, yet some possible analogies present novel problems: (...)
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  35.  2
    Wouter Haaften (1993). Conceptual Development and Relativism: Reply to Siegel. Journal of Philosophy of Education 27 (1):87-100.
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  36.  1
    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.
  37.  1
    Wouter van Haaften (1993). Conceptual Development and Relativism: Reply to Siegel. Journal of Philosophy of Education 27 (1):87-100.
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  38.  1
    Wouter van Haaften (1993). Conceptual Development and Relativism: Reply to Siegel. Journal of Philosophy of Education 27 (1):87–100.
  39. Garland Allen (1991). Science as a Process: An Evolutionary Account of the Social and Conceptual Development of Science by David L. Hull; The Metaphysics of Evolution by David L. Hull. Isis: A Journal of the History of Science 82:698-704.
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  40. Garland E. Allen (1991). Science as a Process: An Evolutionary Account of the Social and Conceptual Development of ScienceDavid L. HullThe Metaphysics of EvolutionDavid L. Hull. Isis 82 (4):698-704.
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  41. Jonathan Baron (1973). Semantic Components and Conceptual Development. Cognition 2 (3):299-317.
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  42. John Hendry (1984). Energy, Force and Matter. The Conceptual Development of Nineteenth-Century Physics. [REVIEW] British Journal for the History of Science 17 (2):221-223.
  43. John Hendry (1984). Physics and its Concepts Peter M. Harman, Energy, Force and Matter. The Conceptual Development of Nineteenth-Century Physics. Cambridge: Cambridge University Press, 1982. Pp. Ix + 182. £13.50 , £5.50 . Peter M. Harman, Metaphysics and Natural Philosophy. The Problem of Substance in Classical Physics. Brighton: Harvester Press, 1982. Pp. Xvi + 168. £18.95. ISBN 0-7108-0451-2. [REVIEW] British Journal for the History of Science 17 (2):221.
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  44. Thomas S. Kuhn (1967). The Turn to Recent ScienceThe Questioners: Physicists and the Quantum TheoryBarbara Lovett ClineThirty Years That Shook Physics: The Story of Quantum TheoryGeorge GamowThe Conceptual Development of Quantum MechanicsMax JammerKorrespondenz, Individualitat, Und Komplementaritat: Eine Studie Zur Geistesgeschichte der Quantentheorie in den Beitragen Niels BohrsKlaus Michael Meyer-AbichNiels Bohr: The Man, His Science, and the World They ChangedRuth MooreSources of Quantum MechanicsB. L. Van der Waerden. Isis 58 (3):409-419.
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  45. P. G. Schyns (1991). A Neural Network Model of Conceptual Development. Cognitive Science 15:461-508.
     
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  46. 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.
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  47. Ken Springer (2001). Perceptual Boundedness and Perceptual Support in Conceptual Development. Psychological Review 108 (4):691-708.
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  48. Wouter van Haaften (1990). The Justification of Conceptual Development Claims. Journal of Philosophy of Education 24 (1):51–70.
  49. Keith Vernon (1989). David L. Hull. Science as a Process: An Evolutionary Account of the Social and Conceptual Development of Science. Chicago and London: The University of Chicago Press, 1988. Pp. Xii + 586. ISBN 0-226-36050-4. £31.95. [REVIEW] British Journal for the History of Science 22 (4):461.
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  50. Stavros Ioannidis (2008). How Development Changes Evolution: Conceptual and Historical Issues in Evolutionary Developmental Biology. [REVIEW] Biology and Philosophy 23 (4):567-578.
    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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