Search results for 'Laurence Bloom' (try it on Scholar)

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  1.  50
    Laurence Bloom (2010). Aristotle's Dialogue with Socrates (Review). Journal of the History of Philosophy 48 (1):pp. 94-95.
    Ronna Burger offers a reading of the Ethics that views the text as a dialogue with, and very much in the spirit of, the Platonic Socrates. In reading the text as a dialogue, Burger is not making a claim about Aristotle’s intentions. She is proposing “a tool of interpretation, to be judged by the philosophical result it yields, in particular, the underlying argument it discloses whose movement makes the work a whole” . Treating the text this way entails focusing as (...)
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  2.  5
    Laurence Bloom (2009). Aristotle’s Dialogue with Socrates. Journal of the History of Philosophy 48 (1):94-95.
    Ronna Burger offers a reading of the Ethics that views the text as a dialogue with, and very much in the spirit of, the Platonic Socrates. In reading the text as a dialogue, Burger is not making a claim about Aristotle’s intentions. She is proposing “a tool of interpretation, to be judged by the philosophical result it yields, in particular, the underlying argument it discloses whose movement makes the work a whole”. Treating the text this way entails focusing as much (...)
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  3. Irene Bloom (1989). Response to Professor Huang Siu-Chi's Review of "Knowledge Painfully Acquired", by Lo Ch'in-Shun and Translated by Irene Bloom. Philosophy East and West 39 (4):459-463.
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  4.  7
    Stephen Laurence (2005). Tom Simpson, Peter Carruthers, Stephen Laurence, & Stephen Stich. In Peter Carruthers (ed.), The Innate Mind: Structure and Contents. New York: Oxford University Press New York 1--3.
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  5. Tsui Bloom (2000). Plotkin, & Bassett (2000), Bloom SS, Tsui AO, Plotkin M., Bassett S., What Husbands in Northern India Know About Reproductive Health, Correlates of Knowledge About Pregnancy and Maternal and Sexual Health. [REVIEW] Journal of Biosocial Science 32 (2).
     
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  6.  38
    Eric Margolis & Stephen Laurence (2008). How to Learn the Natural Numbers: Inductive Inference and the Acquisition of Number Concepts. Cognition 106 (2):924-939.
    Theories of number concepts often suppose that the natural numbers are acquired as children learn to count and as they draw an induction based on their interpretation of the first few count words. In a bold critique of this general approach, Rips, Asmuth, Bloomfield [Rips, L., Asmuth, J. & Bloomfield, A.. Giving the boot to the bootstrap: How not to learn the natural numbers. Cognition, 101, B51–B60.] argue that such an inductive inference is consistent with a representational system that clearly (...)
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  7. Eric Margolis & Stephen Laurence (eds.) (2007). Creations of the Mind: Theories of Artifacts and Their Representaion. Oxford University Press Uk.
    Creations of the Mind presents sixteen original essays by theorists from a wide variety of disciplines who have a shared interest in the nature of artifacts and their implications for the human mind. All the papers are written specially for this volume, and they cover a broad range of topics concerned with the metaphysics of artifacts, our concepts of artifacts and the categories that they represent, the emergence of an understanding of artifacts in infants' cognitive development, as well as the (...)
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  8.  38
    Paul Bloom (2013). Just Babies: The Origins of Good and Evil. Crown.
    A leading cognitive scientist argues that a deep sense of good and evil is bred in the bone. From John Locke to Sigmund Freud, philosophers and psychologists have long believed that we begin life as blank moral slates. Many of us take for granted that babies are born selfish and that it is the role of society—and especially parents—to transform them from little sociopaths into civilized beings. In Just Babies, Paul Bloom argues that humans are in fact hardwired with (...)
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  9.  3
    Harold Bloom (1975). Poetry, Revisionism, Repression. Critical Inquiry 2 (2):233-251.
    The strong word and stance issue only from a strict will, a will that dares the error of reading all of reality as a text, and all prior texts as openings for its own totalizing and unique interpretations. Strong poets present themselves as looking for truth in the world, searching in reality and in tradition, but such a stance, as Nietzsche said, remains under the mastery of desire, of instinctual drives. So, in effect, the strong poet wants pleasure and not (...)
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  10.  9
    Leslie Rebecca Bloom (1997). A Feminist Reading of Men's Health: Or, When Paglia Speaks, the Media Listens. [REVIEW] Journal of Medical Humanities 18 (1):59-73.
    In this paper Bloom analyzes the popular magazine, Men's Health, from a feminist perspective, locating ways that the magazine participates in an insidious form of anti-feminist backlash. She specifically analyzes the magazine to make sense of how its writers discursively position women in their relationships to heterosexual men and how they use the voices of women who call themselves feminists to promote an anti-feminist, pro-patriarchy agenda. She demonstrates that the “health” of men being promoted in this magazine is a (...)
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  11.  6
    Harold Bloom (2011). The Anatomy of Influence: Literature as a Way of Life. Yale University Press.
    Bloom leads readers through the labyrinthine paths which link the writers and critics who have informed and inspired him for so many years.
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  12. Steven Pinker & Paul Bloom (1990). Natural Language and Natural Selection. Behavioral and Brain Sciences 13 (4):707-27.
    Many people have argued that the evolution of the human language faculty cannot be explained by Darwinian natural selection. Chomsky and Gould have suggested that language may have evolved as the by-product of selection for other abilities or as a consequence of as-yet unknown laws of growth and form. Others have argued that a biological specialization for grammar is incompatible with every tenet of Darwinian theory – that it shows no genetic variation, could not exist in any intermediate forms, (...)
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  13. Eric Margolis & Stephen Laurence (eds.) (1999). Concepts: Core Readings. MIT Press.
    The first part of the book centers around the fall of the Classical Theory of Concepts in the face of attacks by W. V. O. Quine, Ludwig Wittgenstein, Eleanor..
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  14. Mark Alicke, David Rose & Dori Bloom (2011). Causation, Norm Violation, and Culpable Control. Journal of Philosophy 108 (12):670-696.
    Causation is one of philosophy's most venerable and thoroughly-analyzed concepts. However, the study of how ordinary people make causal judgments is a much more recent addition to the philosophical arsenal. One of the most prominent views of causal explanation, especially in the realm of harmful or potentially harmful behavior, is that unusual or counternormative events are accorded privileged status in ordinary causal explanations. This is a fundamental assumption in psychological theories of counterfactual reasoning, and has been transported to philosophy by (...)
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  15.  71
    Paul Bloom, Religion is Natural.
    Despite its considerable intellectual interest and great social relevance, religion has been neglected by contemporary develop- mental psychologists. But in the last few years, there has been an emerging body of research exploring children’s grasp of certain universal religious ideas. Some recent findings suggest that two foundational aspects of religious belief – belief in divine agents, and belief in mind–body dualism – come naturally to young children. This research is briefly reviewed, and some future directions..
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  16.  95
    Paul Bloom (1996). Intention, History, and Artifact Concepts. Cognition 60 (1):1-29.
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  17.  35
    Paul Bloom (2000). Two Reasons to Abandon the False Belief Task as a Test of Theory of Mind. Cognition 77 (1):25-31.
  18. Eric Margolis & Stephen Laurence (2007). The Ontology of Concepts: Abstract Objects or Mental Representations? Noûs 41 (4):561-593.
    What is a concept? Philosophers have given many different answers to this question, reflecting a wide variety of approaches to the study of mind and language. Nonetheless, at the most general level, there are two dominant frameworks in contemporary philosophy. One proposes that concepts are mental representations, while the other proposes that they are abstract objects. This paper looks at the differences between these two approaches, the prospects for combining them, and the issues that are involved in the dispute. We (...)
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  19. Stephen Laurence & Eric Margolis (2001). The Poverty of the Stimulus Argument. British Journal for the Philosophy of Science 52 (2):217-276.
    Noam Chomsky's Poverty of the Stimulus Argument is one of the most famous and controversial arguments in the study of language and the mind. Though widely endorsed by linguists, the argument has met with much resistance in philosophy. Unfortunately, philosophical critics have often failed to fully appreciate the power of the argument. In this paper, we provide a systematic presentation of the Poverty of the Stimulus Argument, clarifying its structure, content, and evidential base. We defend the argument against a variety (...)
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  20.  71
    Stephen Laurence & Eric Margolis (2003). Radical Concept Nativism. Cognition 86 (1):25-55.
    Radical concept nativism is the thesis that virtually all lexical concepts are innate. Notoriously endorsed by Jerry Fodor (1975, 1981), radical concept nativism has had few supporters. However, it has proven difficult to say exactly what’s wrong with Fodor’s argument. We show that previous responses are inadequate on a number of grounds. Chief among these is that they typically do not achieve sufficient distance from Fodor’s dialectic, and, as a result, they do not illuminate the central question of (...)
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  21. Stephen Laurence & Eric Margolis (2003). Concepts and Conceptual Analysis. Philosophy and Phenomenological Research 67 (2):253-282.
    Conceptual analysis is undergoing a revival in philosophy, and much of the credit goes to Frank Jackson. Jackson argues that conceptual analysis is needed as an integral component of so-called serious metaphysics and that it also does explanatory work in accounting for such phenomena as categorization, meaning change, communication, and linguistic understanding. He even goes so far as to argue that opponents of concep- tual analysis are implicitly committed to it in practice. We show that he is (...)
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  22. Eric Margolis & Stephen Laurence (2011). Learning Matters: The Role of Learning in Concept Acquisition. Mind and Language 26 (5):507-539.
    In LOT 2: The Language of Thought Revisited, Jerry Fodor argues that concept learning of any kind—even for complex concepts—is simply impossible. In order to avoid the conclusion that all concepts, primitive and complex, are innate, he argues that concept acquisition depends on purely noncognitive biological processes. In this paper, we show (1) that Fodor fails to establish that concept learning is impossible, (2) that his own biological account of concept acquisition is unworkable, and (3) that there are in fact (...)
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  23. Stephen Laurence & Eric Margolis (1999). Concepts and Cognitive Science. In Eric Margolis & Stephen Laurence (eds.), Concepts: Core Readings. MIT 3-81.
    Given the fundamental role that concepts play in theories of cognition, philosophers and cognitive scientists have a common interest in concepts. Nonetheless, there is a great deal of controversy regarding what kinds of things concepts are, how they are structured, and how they are acquired. This chapter offers a detailed high-level overview and critical evaluation of the main theories of concepts and their motivations. Taking into account the various challenges that each theory faces, the chapter also presents a novel approach (...)
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  24.  75
    Eric Margolis & Stephen Laurence (2003). Concepts. In Stephen P. Stich & Ted A. Warfield (eds.), Blackwell Guide to Philosophy of Mind. Blackwell 190-213.
    This article provides a critical overview of competing theories of conceptual structure (definitional structure, probabilistic structure, theory structure), including the view that concepts have no structure (atomism). We argue that the explanatory demands that these different theories answer to are best accommodated by an organization in which concepts are taken to have atomic cores that are linked to differing types of conceptual structure.
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  25.  25
    Matt Bloom (2004). The Ethics of Compensation Systems. Journal of Business Ethics 52 (2):149-152.
    Compensation systems are an integral part of the relationships organizations establish with their employees. For many years, researchers viewed pay systems as an efficient way to bring market-like labour exchanges inside organizations. This view suggested that only economic considerations matter for understanding how compensation systems effect organizations and their employees. Advances in organizational research, particularly those focused on issues of justice and fairness, suggest that the fully understanding the outcomes of compensation systems requires examining their psychological, social, and moral effects.
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  26.  60
    Eric Margolis & Stephen Laurence (eds.) (2007). Creations of the Mind: Theories of Artifacts and Their Representation. Oxford University Press.
    This volume will be a fascinating resource for philosophers, cognitive scientists, and psychologists, and the starting point for future research in the study of ...
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  27.  54
    Peter Carruthers, Stephen Laurence & Stephen P. Stich (eds.) (2005). The Innate Mind. Oxford University Press.
    This is the first volume of a projected three-volume set on the subject of innateness. The extent to which the mind is innate is one of the central questions in the human sciences, with important implications for many surrounding debates. By bringing together the top nativist scholars in philosophy, psychology, and allied disciplines these volumes provide a comprehensive assessment of nativist thought and a definitive reference point for future nativist inquiry. The Innate Mind: Structure and Content, concerns the fundamental architecture (...)
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  28. Eric Margolis & Stephen Laurence, Concepts. Stanford Encyclopedia of Philosophy.
    This entry provides an overview of theories of concepts that is organized around five philosophical issues: (1) the ontology of concepts, (2) the structure of concepts, (3) empiricism and nativism about concepts, (4) concepts and natural language, and (5) concepts and conceptual analysis.
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  29. Eric Margolis & Stephen Laurence (2001). Boghossian on Analyticity. Analysis 61 (4):293–302.
    In an important recent discussion of analyticity, Paul Boghossian (1997)1 argues for the following three claims: (i) While Quine’s well-known arguments against analyticity do undermine one type of analyticity (what Boghossian calls metaphysical analyticity), they fail to undermine another type (what he calls epistemic analyticity). (ii) Epistemic analyticity explains the a prioricity of logic and perhaps even the a prioricity of conceptual truths.
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  30.  76
    Stephen Laurence (2010). A Chomskian Alternative to Convention-Based Semantics. In Darragh Byrne & Max Kölbel (eds.), Mind. Routledge 269--301.
    In virtue of what do the utterances we make mean what they do? What facts about these signs, about us, and about our environment make it the case that they have the meanings they do? According to a tradition stemming from H.P. Grice through David Lewis and Stephen Schiffer it is in virtue of facts about conventions that we participate in as language users that our utterances mean what they do (see Gr'ice 1957, Lewis 1969, 1983, Schiffer 1972, 1982). This (...)
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  31.  81
    Stephen Laurence, Eric Margolis & Angus Dawson (1999). Moral Realism and Twin Earth. Facta Philosophica 1:135-165.
    Hilary Putnam's Twin Earth thought experiment has come to have an enormous impact on contemporary philosophical thought. But while most of the discussion has taken place within the context of the philosophy of mind and language, Terence Horgan and Mark Timmons (H8cT) have defended the intriguing suggestion that a variation on the original thought experiment has important consequences for ethics.' In a series of papers, they' ve developed the idea of a Moral Twin Earth and have argued that its significance (...)
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  32.  75
    Eric Margolis & Stephen Laurence (2003). Should We Trust Our Intuitions? Deflationary Accounts of the Analytic Data. Proceedings of the Aristotelian Society 103 (3):299-323.
    At least since W. V. O. Quine's famous critique of the analytic/synthetic distinction, philosophers have been deeply divided over whether there are any analytic truths. One line of thought suggests that the simple fact that people have ' intuitions of analyticity' might provide an independent argument for analyticities. If defenders of analyticity can explain these intuitions and opponents cannot, then perhaps there are analyticities after all. We argue that opponents of analyticity have some unexpected resources for explaining these intuitions and (...)
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  33. Joshua Knobe, Paul Bloom & David Pizarro, College Students Implicitly Judge Interracial Sex and Gay Sex to Be Morally Wrong.
    College students implicitly judge interracial sex and gay sex to be morally wrong Some moral intuitions arise from psychological processes that are not fully accessible to consciousness. For instance, most people disapprove of consensual adult incest between siblings, but are unable to articulate why—they just feel that it is wrong (Haidt, 2001). More generally, there is evidence for at least two sources of moral judgment: explicit conscious reasoning and tacit intuitions, which are motivated by emotional responses (Greene et al., 2001) (...)
     
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  34.  96
    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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  35.  43
    Paul Bloom (2002). Mindreading, Communication and the Learning of Names for Things. Mind and Language 17 (1&2):37–54.
    There are two facts about word learning that everyone accepts. The first is that words really do have to be learned. There is controversy over how much conceptual structure and linguistic knowledge is innate, but nobody thinks that this is the case for the specific mappings between sounds (or signs) and meanings. This is because these mappings vary arbitrarily from culture to culture. No matter how intelligent a British baby is, for instance, she still has to learn, by attending to (...)
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  36.  10
    Deena Skolnick & Paul Bloom (2006). What Does Batman Think About Spongebob? Children's Understanding of the Fantasy/Fantasy Distinction. Cognition 101 (1):B9-B18.
  37. Eric Margolis & Stephen Laurence (2002). Lewis' Strawman. Philosophical Quarterly 52 (206):55-65.
    In a survey of his views in the philosophy of mind, David Lewis criticizes much recent work in the field by attacking an imaginary opponent, Strawman. His case against Strawman focuses on four central theses which Lewis takes to be widely accepted among contemporary philosophers of mind. These theses concerns (1) the language of thought hypothesis and its relation to folk psychology, (2) narrow content, (3) de se content, and (4) rationality. We respond to Lewis, arguing (among other things) that (...)
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  38.  40
    T. Bloom (2009). Just Open Borders? Examining Joseph Carens' Open Borders Argument in the Light of a Case Study of Recent Somali Migrants to the Uk. Journal of Global Ethics 5 (3):231 – 243.
    This essay examines Joseph Carens' open borders argument in the light of a case study of recent Somali migrants to the UK. It argues that, although arguments for significantly more open borders are compelling, they must take into account existing domestic injustice in receiving states as well as existing global injustice.
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  39.  83
    Stephen Laurence (1996). A Chomskian Alternative to Convention-Based Semantics. Mind 105 (418):269-301.
    In virtue of what do the utterances we make mean what they do? What facts about these signs, about us, and about our environment make it the case that they have the meanings they do? According to a tradition stemming from H.P. Grice through David Lewis and Stephen Schiffer it is in virtue of facts about conventions that we participate in as language users that our utterances mean what they do (see Gr'ice 1957, Lewis 1969, 1983, Schiffer 1972, 1982). This (...)
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  40. Paul Bloom (2001). Précis of How Children Learn the Meanings of Words. Behavioral and Brain Sciences 24 (6):1095-1103.
    Normal children learn tens of thousands of words, and do so quickly and efficiently, often in highly impoverished environments. In How Children Learn the Meanings of Words, I argue that word learning is the product of certain cognitive and linguistic abilities that include the ability to acquire concepts, an appreciation of syntactic cues to meaning, and a rich understanding of the mental states of other people. These capacities are powerful, early emerging, and to some extent uniquely human, but they are (...)
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  41.  16
    Stephen L. Bloom (1975). Some Theorems on Structural Consequence Operations. Studia Logica 34 (1):1 - 9.
    Two characterizations are given of those structural consequence operations on a propositional language which can be defined via proofs from a finite number of polynomial rules.
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  42. Irene Bloom (1997). Human Nature and Biological Nature in Mencius. Philosophy East and West 47 (1):21-32.
    Ren-xing can be aptly translated as "human nature," representing as it does the Mencian conviction of and sympathy for a common humanity. The enterprise of comparative philosophy is furthered by drawing attention to the large and important conceptual sphere within which Mencius was working, to his concern for the most fundamental realities of human life, and to his translatability across time and cultures.
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  43.  49
    Eric Margolis & Stephen Laurence (2010). Concepts and Theoretical Unification. Behavioral and Brain Sciences 33 (2-3):219-220.
    This article is a commentary on Machery (2009) Doing without Concepts. Concepts are mental symbols that have semantic structure and processing structure. This approach (1) allows for different disciplines to converge on a common subject matter; (2) it promotes theoretical unification; and (3) it accommodates the varied processes that preoccupy Machery. It also avoids problems that go with his eliminativism, including the explanation of how fundamentally different types of concepts can be co-referential.
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  44. Stephen Laurence (2003). Is Linguistics a Branch of Psychology? In A. Barbar (ed.), The Epistemology of Language. OUP
  45.  20
    Paul Bloom (2004). Understanding Children's and Adults' Limitations in Mental State Reasoning. Trends in Cognitive Sciences 8 (6):255-260.
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  46. Allan Bloom (1974). Leo Strauss: September 20, 1899-October 18, 1973. Political Theory 2 (4):372-392.
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  47.  28
    Paul Bloom (2008). Three- and Four-Year-Olds Spontaneously Use Others' Past Performance to Guide Their Learning. Cognition 107 (3):1018-1034.
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  48. Stephen P. Stich & Stephen Laurence (1994). Intentionality and Naturalism. Midwest Studies in Philosophy 19 (1):159-82.
    ...the deepest motivation for intentional irrealism derives not from such relatively technical worries about individualism and holism as we.
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  49.  61
    Paul Bloom (2008). Psychological Essentialism in Selecting the 14th Dalai Lama. Trends in Cognitive Sciences 12 (7):243.
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  50.  25
    Paul Bloom (2000). Young Children Are Sensitive to How an Object Was Created When Deciding What to Name It. Cognition 76 (2):91-103.
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