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  1. Frank C. Keil, By Domains: The Origins of Concepts Of.
    domains as rareiied as a cardiologistRi7;s knowledge of arrhythmia to those as commonplace as everyday folk psychology. Domains can vary from the highly concrete causally rich relations in a naive mechanics of physical objects to the highly abstract noncausal relations of mathematics or natural language syntax. Lumping together all of these different sorts of domains so as to have similar effects on cognitive development is likely to be misleading and un· informative. In this chapter, I consider some distinctions and their (...)
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  2. Frank C. Keil, C. Fl. Gallistel University of California, Los Angeles.
    Rochel Gelman University of California, Los Angeles..
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  3. Frank C. Keil, 6 Constraints 0i1 the Acquisition And.
    y arguments about the intrinsically interactional nature of development (e.g. Johnston, 1988; Lehrman, 1953; Lemeri983O te learning takes place and an environment to be learned. The use of the term Cngnz`rii*e Psyc/10/0g_v.· An Inrerrzational Review. Edited by Michael W. Eysenck @1990 by John Wiley & Sons Ld..
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  4. Frank C. Keil, Structural Determinants of Interventions on Causal Systems.
    We investigate how people use causal knowledge to design interventions to affect the outcomes of causal systems. We propose that in addition to using content or mechanism knowledge to evaluate the effectiveness of interventions, people are also influenced by the abstract structural properties of a causal system. In particular, we investigated two factors that influence whether people tend to intervene proximally (on the immediate cause of an outcome of interest) or distally (on the root cause of a chain leading to (...)
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  5. George E. Newman & Frank C. Keil, Where's the Essence? Developmental Shifts in Children's Beliefs About Internal Features.
    The present studies investigated children’s and adults’ intuitive beliefs about the physical nature of essences. Adults and children (ranging in age from 6 to 10 years old) were asked to reason about two different ways of determining an unknown object’s category: taking a tiny internal sample from any part of the object (distributed view of essence), or taking a sample from one specific region (localized view of essence). Results from three studies indicated that adults strongly endorsed the distributed view, and (...)
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  6. Jonathan F. Kominsky & Frank C. Keil (2014). Overestimation of Knowledge About Word Meanings: The “Misplaced Meaning” Effect. Cognitive Science 38 (8):1604-1633.
    Children and adults may not realize how much they depend on external sources in understanding word meanings. Four experiments investigated the existence and developmental course of a “Misplaced Meaning” (MM) effect, wherein children and adults overestimate their knowledge about the meanings of various words by underestimating how much they rely on outside sources to determine precise reference. Studies 1 and 2 demonstrate that children and adults show a highly consistent MM effect, and that it is stronger in young children. Study (...)
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  7. Benjamin M. Rottman, Jonathan F. Kominsky & Frank C. Keil (2014). Children Use Temporal Cues to Learn Causal Directionality. Cognitive Science 38 (3):489-513.
    The ability to learn the direction of causal relations is critical for understanding and acting in the world. We investigated how children learn causal directionality in situations in which the states of variables are temporally dependent (i.e., autocorrelated). In Experiment 1, children learned about causal direction by comparing the states of one variable before versus after an intervention on another variable. In Experiment 2, children reliably inferred causal directionality merely from observing how two variables change over time; they interpreted Y (...)
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  8. Benjamin M. Rottman & Frank C. Keil (2011). What Matters in Scientific Explanations: Effects of Elaboration and Content. Cognition 121 (3):324-337.
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  9. Frank C. Keil (2010). The Feasibility of Folk Science. Cognitive Science 34 (5):826-862.
    If folk science means individuals having well worked out mechanistic theories of the workings of the world, then it is not feasible. Laypeople’s explanatory understandings are remarkably coarse, full of gaps, and often full of inconsistencies. Even worse, most people overestimate their own understandings. Yet recent views suggest that formal scientists may not be so different. In spite of these limitations, science somehow works and its success offers hope for the feasibility of folk science as well. The success of science (...)
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  10. Frank C. Keil (2010). When and Why Do Hedgehogs and Foxes Differ? Critical Review 22 (4):415-426.
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  11. Frank C. Keil & George E. Newman (2010). Darwin and Development: Why Ontogeny Does Not Recapitulate Phylogeny for Human Concepts. In Denis Mareschal, Paul Quinn & Stephen E. G. Lea (eds.), The Making of Human Concepts. Oup Oxford. 317.
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  12. George E. Newman, Kristi L. Lockhart & Frank C. Keil (2010). “End-of-Life” Biases in Moral Evaluations of Others. Cognition 115 (2):343-349.
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  13. Raffaele Calabretta, Andrea Ferdinanddio, Domenico Parisi & Frank C. Keil (2008). How to Learn Multiple Tasks. Biological Theory 3 (1):30-41.
  14. Frank C. Keil (2008). How to Learn Multiple Tasks. Biological Theory 3 (1):30-41.
    The article examines the question of how learning multiple tasks interacts with neural architectures and the flow of information through those architectures. It approaches the question by using the idealization of an artificial neural network where it is possible to ask more precise questions about the effects of modular versus nonmodular architectures as well as the effects of sequential versus simultaneous learning of tasks. A prior work has demonstrated a clear advantage of modular architectures when the two tasks must be (...)
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  15. Frank C. Keil (2008). Space—the Primal Frontier? Spatial Cognition and the Origins of Concepts. Philosophical Psychology 21 (2):241 – 250.
    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 (...)
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  16. Frank C. Keil, Courtney Stein, Lisa Webb, Van Dyke Billings & Leonid Rozenblit (2008). Discerning the Division of Cognitive Labor: An Emerging Understanding of How Knowledge Is Clustered in Other Minds. Cognitive Science 32 (2):259-300.
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  17. Gary F. Marcus & Frank C. Keil (2008). Concepts, Correlations, and Some Challenges for Connectionist Cognition. Behavioral and Brain Sciences 31 (6):722-723.
    Rogers & McClelland's (R&M's) précis represents an important effort to address key issues in concepts and categorization, but few of the simulations deliver what is promised. We argue that the models are seriously underconstrained, importantly incomplete, and psychologically implausible; more broadly, R&M dwell too heavily on the apparent successes without comparable concern for limitations already noted in the literature.
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  18. Candice M. Mills & Frank C. Keil (2008). Children's Developing Notions of (Im)Partiality. Cognition 107 (2):528-551.
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  19. Frank C. Keil, Marissa L. Greif & Rebekkah S. Kerner (2007). A World Apart: How Concepts of the Constructed World Are Different in Representation and in Development. In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representation. Oxford University Press. 231--248.
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  20. Frank C. Keil, Marissa L. Greif & Rebekkah S. Kerner (2007). 1. The Varieties of Artifact Kinds. In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representation. Oxford University Press. 231.
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  21. Paul Bloom & Frank C. Keil (2001). Thinking Through Language. Mind and Language 16 (4):351–367.
    What would it be like to have never learned English, but instead only to know Hopi, Mandarin Chinese, or American Sign Language? Would that change the way you think? Imagine entirely losing your language, as the result of stroke or trauma. You are aphasic, unable to speak or listen, read or write. What would your thoughts now be like? As the most extreme case, imagine having been raised without any language at all, as a wild child. What—if anything—would it be (...)
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  22. Frank C. Keil (2001). Good Intentions and Bad Words. Behavioral and Brain Sciences 24 (6):1110-1111.
    Bloom makes a strong case that word meaning acquisition does not require a dedicated word learning system. This conclusion, however, does not argue against a dedicated language acquisition system for syntax, morphology, and aspects of semantics. Critical questions are raised as to why word meaning should be so different from other aspects of language in the course of acquisition.
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  23. Frank C. Keil & Robert A. Wilson (2000). Explanation and Cognition. MIT Press.
    These essays draw on work in the history and philosophy of science, the philosophy of mind and language, the development of concepts in children, conceptual...
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  24. Frank C. Keil & Robert A. Wilson (2000). The Shadows and Shallows of Explanation. In Frank C. Keil & Robert A. Wilson (eds.), Explanation and Cognition. MIT Press.. 137-159.
    Reprinted, with modification, from Wilson and Keil 1998.
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  25. Frank C. Keil & Robert A. Wilson (2000). The Concept Concept: The Wayward Path of Cognitive Science. Mind and Language 15 (2-3):308-318.
    Critical discussion of Jerry Fodor's Concepts: Where Cognitive Science Went Wrong (1998).
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  26. Frank C. Keil, Daniel T. Levin, Bethany A. Richman & Grant Gutheil (1999). Mechanism and Explanation in the Development of Biological Thought: The Case of Disease. In D. Medin & S. Atran (eds.), Folkbiology. Mit Press.
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  27. Robert A. Wilson & Frank C. Keil (1999). MIT Encyclopedia of the Cognitive Sciences. MIT Press.
  28. Grant Gutheil, Alonzo Vera & Frank C. Keil (1998). Do Houseflies Think? Patterns of Induction and Biological Beliefs in development1Portions of This Manuscript Were Presented at the Annual Meeting of the Psychonomics Society, 1988.1. [REVIEW] Cognition 66 (1):33-49.
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  29. Grant Gutheil, Alonzo Vera & Frank C. Keil (1998). Do Houseflies Think? Patterns of Induction and Biological Beliefs in Development. Cognition 66 (1):33-49.
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  30. Robert A. Wilson & Frank C. Keil (1998). The Shadows and Shallows of Explanation. Minds and Machines 8 (1):137-159.
    We introduce two notions–the shadows and the shallows of explanation–in opening up explanation to broader, interdisciplinary investigation. The shadows of explanation refer to past philosophical efforts to provide either a conceptual analysis of explanation or in some other way to pinpoint the essence of explanation. The shallows of explanation refer to the phenomenon of having surprisingly limited everyday, individual cognitive abilities when it comes to explanation. Explanations are ubiquitous, but they typically are not accompanied by the depth that we might, (...)
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  31. James M. Beale & Frank C. Keil (1995). Categorical Effects in the Perception of Faces. Cognition 57 (3):217-239.
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  32. Daniel J. Simons & Frank C. Keil (1995). An Abstract to Concrete Shift in the Development of Biological Thought: The Insides Story. Cognition 56 (2):129-163.
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  33. Frank C. Keil (1991). Godzilla Vs. Mothra and the Sydney Opera House: Boundary Conditions on Functional Architecture in Infant Visual Perception and Beyond. Mind and Language 6 (3):239-251.
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  34. Frank C. Keil (1990). Constraints on Constraints: Surveying the Epigenetic Landscape. Cognitive Science 14 (1):135-168.
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  35. Frank C. Keil (1989). Spiders in the Web of Belief: The Tangled Relations Between Concepts and Theories. Mind and Language 4 (1-2):43-50.
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  36. Frank C. Keil (1986). The Acquisition of Natural Kind and Artifact Terms. In William Demopoulos (ed.), Language Learning and Concept Acquisition. Ablex. 133--153.
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  37. Michael H. Kelly & Frank C. Keil (1985). The More Things Change…: Metamorphoses and Conceptual Structure. Cognitive Science 9 (4):403-416.
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  38. Frank C. Keil (1984). Of Pidgins and Pigeons. Behavioral and Brain Sciences 7 (2):197.
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  39. Frank C. Keil (1981). Natural Categories and Natural Concepts. Behavioral and Brain Sciences 4 (2):293.
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