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  1. Susan Carey, The Origin of Concepts, Chapter.
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  2. Susan Carey (2014). On Learning New Primitives in the Language of Thought: Reply to Rey. Mind and Language 29 (2):133-166.
    A theory of conceptual development must provide an account of the innate representational repertoire, must characterize how these initial representations differ from the adult state, and must provide an account of the processes that transform the initial into mature representations. In Carey, 2009 (The Origin of Concepts), I defend three theses: 1) the initial state includes rich conceptual representations, 2) nonetheless, there are radical discontinuities between early and later developing conceptual systems, 3) Quinean bootstrapping is one learning mechanism that underlies (...)
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  3. Fiery Cushman, Rachel Sheketoff, Sophie Wharton & Susan Carey (2013). The Development of Intent-Based Moral Judgment. Cognition 127 (1):6.
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  4. Adena Schachner & Susan Carey (2013). Reasoning About 'Irrational'actions: When Intentional Movements Cannot Be Explained, the Movements Themselves Are Seen as the Goal. Cognition 129 (2):309-327.
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  5. Irene M. Pepperberg & Susan Carey (2012). Grey Parrot Number Acquisition: The Inference of Cardinal Value From Ordinal Position on the Numeral List. Cognition 125 (2):219-232.
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  6. Susan Carey (2011). Concept Innateness, Concept Continuity, and Bootstrapping. Behavioral and Brain Sciences 34 (3):152.
    The commentators raised issues relevant to all three important theses of The Origin of Concepts (henceforth TOOC). Some questioned the very existence of innate representational primitives, and others questioned my claims about their richness and whether they should be thought of as concepts. Some questioned the existence of conceptual discontinuity in the course of knowledge acquisition and others argued that discontinuity is much more common than was portrayed in TOOC. Some raised issues with my characterization of Quinian bootstrapping, and others (...)
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  7. Susan Carey (2011). Précis of the Origin of Concepts. Behavioral and Brain Sciences 34 (3):113-124.
    A theory of conceptual development must specify the innate representational primitives, must characterize the ways in which the initial state differs from the adult state, and must characterize the processes through which one is transformed into the other. The Origin of Concepts (henceforth TOOC) defends three theses. With respect to the initial state, the innate stock of primitives is not limited to sensory, perceptual, or sensorimotor representations; rather, there are also innate conceptual representations. With respect to developmental change, conceptual development (...)
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  8. Lance J. Rips, Susan J. Hespos & Susan Carey (2011). Rebooting the Bootstrap Argument: Two Puzzles for Bootstrap Theories of Concept Development. Behavioral and Brain Sciences 34 (3):145.
    The Origin of Concepts sets out an impressive defense of the view that children construct entirely new systems of concepts. We offer here two questions about this theory. First, why doesn't the bootstrapping process provide a pattern for translating between the old and new systems, contradicting their claimed incommensurability? Second, can the bootstrapping process properly distinguish meaning change from belief change?
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  9. Fei Xu & Susan Carey (2011). Rational Constructivism, Statistical Inference, and Core Cognition. Behavioral and Brain Sciences 34 (3):151.
    I make two points in this commentary on Carey (2009). First, it may be too soon to conclude that core cognition is innate. Recent advances in computational cognitive science and developmental psychology suggest possible mechanisms for developing inductive biases. Second, there is another possible answer to Fodor's challenge – if concepts are merely mental tokens, then cognitive scientists should spend their time on developing a theory of belief fixation instead.
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  10. Susan Carey (2010). The Making of an Abstract Concept: Natural Number. In Denis Mareschal, Paul Quinn & Stephen E. G. Lea (eds.), The Making of Human Concepts. Oup Oxford. 265.
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  11. Mahesh Srinivasan & Susan Carey (2010). The Long and the Short of It: On the Nature and Origin of Functional Overlap Between Representations of Space and Time. Cognition 116 (2):217-241.
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  12. Susan Carey (2009). The Origin of Concepts. Oxford University Press.
    Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially. Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition (...)
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  13. Susan Carey (2009). Where Our Number Concepts Come From. Journal of Philosophy 106 (4):220-254.
  14. David Barner, Justin Wood, Marc Hauser & Susan Carey (2008). Evidence for a Non-Linguistic Distinction Between Singular and Plural Sets in Rhesus Monkeys. Cognition 107 (2):603-622.
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  15. Susan Carey (2008). Math Schemata and the Origins of Number Representations. Behavioral and Brain Sciences 31 (6):645-646.
    The contrast Rips et al. draw between and approaches to understanding the origin of the capacity for representing natural number is a false dichotomy. Its plausibility depends upon the sketchiness of the authors' own proposal. At least some of the proposals they characterize as bottom-up are worked-out versions of the very top-down position they advocate. Finally, they deny that the structures that these putative bottom-up proposals consider to be sources of natural number are even precursors of concepts of natural number. (...)
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  16. Mathieu Le Corre & Susan Carey (2008). Why the Verbal Counting Principles Are Constructed Out of Representations of Small Sets of Individuals: A Reply to Gallistel. Cognition 107 (2):650-662.
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  17. Barbara W. Sarnecka & Susan Carey (2008). How Counting Represents Number: What Children Must Learn and When They Learn It. Cognition 108 (3):662-674.
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  18. Deborah Kelemen & Susan Carey (2007). The Essence of Artifacts: Developing the Design Stance. In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representation. Oxford University Press. 212--230.
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  19. Deborah Kelemen & Susan Carey (2007). 1. The Theory-Theory of Concepts. In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representation. Oxford University Press. 212.
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  20. Mathieu Le Corre & Susan Carey (2007). One, Two, Three, Four, Nothing More: An Investigation of the Conceptual Sources of the Verbal Counting Principles. Cognition 105 (2):395-438.
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  21. Matthew Le Corre & Susan Carey (2007). One, Two, Three, Four, Nothing More: How Numerals Are Mapped Onto Core Knowledge of Number in the Construction of the Counting Principles. Cognition 105 (2):395-438.
     
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  22. Tania Lombrozo, Susan Carey, Joana Cholin, Willem Jm Levelt, Niels O. Schiller, Rebecca J. Woods & Teresa Wilcox (2006). Lyn Frazier, Maria Nella Carminati, Anne E. Cook, Helen Majewski and Keith Rayner (University of Massachusetts) Semantic Evaluation of Syntactic Structure: Evidence From Eye Movements, B53–B62 Andrea Weber (Saarland University), Martine Grice (University of Cologne) and Matthew W. Crocker (Saarland University). [REVIEW] Cognition 99:385-387.
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  23. Lisa Feigenson & Susan Carey (2005). On the Limits of Infants' Quantification of Small Object Arrays. Cognition 97 (3):295-313.
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  24. Melissa Allen Preissler & Susan Carey (2005). The Role of Inferences About Referential Intent in Word Learning: Evidence From Autism. Cognition 97 (1):B13-B23.
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  25. Laura Wagner & Susan Carey (2003). Individuation of Objects and Events: A Developmental Study. Cognition 90 (2):163-191.
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  26. Gavin Huntley-Fenner, Susan Carey & Andrea Solimando (2002). Objects Are Individuals but Stuff Doesn't Count: Perceived Rigidity and Cohesiveness Influence Infants' Representations of Small Groups of Discrete Entities. Cognition 85 (3):203-221.
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  27. Susan Carey (2001). Cognitive Foundations of Arithmetic: Evolution and Ontogenisis. Mind and Language 16 (1):37–55.
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  28. Susan Carey (2001). Evolutionary and Ontogenetic Foundations of Arithmetic. Mind and Language 16 (1):37-55.
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  29. Susan Carey (2001). Language of Thought: A Case Study of the Evolution and Development of Representational Resources. In João Branquinho (ed.), The Foundations of Cognitive Science. Oxford: Clarendon Press. 23.
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  30. Susan Carey (2001). The Representation of Number in Natural Language Syntax and in Language of Thought: A Case Study of the Evolution and Development of Representational Resources. In João Branquinho (ed.), The Foundations of Cognitive Science. Oxford: Clarendon Press. 23--53.
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  31. Susan Carey & Fei Xu (2001). Beyond Object-Files and Object Tracking: Infant Representations of Objects. Cognition 80:179-213.
     
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  32. Susan Carey & Fei Xu (2001). Infants' Knowledge of Objects: Beyond Object Files and Object Tracking. Cognition 80 (1-2):179-213.
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  33. Adee Matan & Susan Carey (2001). Developmental Changes Within the Core of Artifact Concepts. Cognition 78 (1):1-26.
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  34. Brian Scholl, Brian J. Scholl, Michael Kubovy, David van Valkenburg, Zenon W. Pylyshyn, Jacob Feldman, Susan Carey, Fei Xu & Claudia Uller (2001). Numbers 1, 2 Special Issue: Objects and Attention. Cognition 80 (301):301-302.
     
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  35. Fei Xu & Susan Carey (2000). The Emergence of Kind Concepts: A Rejoinder to Needham and Baillargeon (2000). Cognition 74 (3):285-301.
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  36. Fei Xu & Susan Carey (2000). The Emergence of Kind Concepts: A Rejoinder To. Cognition 74 (3):285-301.
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  37. Susan Carey (1999). Knowledge Acquisition: Enrichment or Conceptual Change. In Eric Margolis & Stephen Laurence (eds.), Concepts: Core Readings. Mit Press. 459--487.
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  38. Fei Xu, Susan Carey & Jenny Welch (1999). Infants' Ability to Use Object Kind Information for Object Individuation. Cognition 70 (2):137-166.
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  39. Susan Carey & Elizabeth Spelke (1996). Science and Core Knowledge. Philosophy of Science 63 (4):515 - 533.
    While endorsing Gopnik's proposal that studies of the emergence and modification of scientific theories and studies of cognitive development in children are mutually illuminating, we offer a different picture of the beginning points of cognitive development from Gopnik's picture of "theories all the way down." Human infants are endowed with several distinct core systems of knowledge which are theory-like in some, but not all, important ways. The existence of these core systems of knowledge has implications for the joint research program (...)
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  40. Susan Carey (1993). Speaking of Objects, as Such. In George A. Miller & Gilbert Harman (eds.), Conceptions of the Human Mind: Essays in Honor of George A. Miller. L. Erlbaum Associates. 139.
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  41. Nancy N. Soja, Susan Carey & Elizabeth S. Spelke (1993). Ontological Categories Guide Young Children's Inductions of Word Meaning. In Alvin Goldman (ed.), Readings in Philosophy and Cognitive Science. Cambridge: Mit Press.
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  42. Susan Carey (1992). The Origin and Evolution of Everyday Concepts. In R. Giere & H. Feigl (eds.), Cognitive Models of Science. University of Minnesota Press. 15--89.
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  43. Susan Carey & Elizabeth S. Spelke (1992). Nancy N. Soja. Cognition 45:101-107.
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  44. Nancy N. Soja, Susan Carey & Elizabeth S. Spelke (1992). Perception, Ontology, and Word Meaning. Cognition 45 (1):101-107.
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  45. Nancy N. Soja, Susan Carey & Elizabeth S. Spelke (1991). Ontological Categories Guide Young Children's Inductions of Word Meaning: Object Terms and Substance Terms. Cognition 38 (2):179-211.
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  46. Susan Carey (1988). Conceptual Differences Between Children and Adults. Mind and Language 3 (3):167-181.
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  47. Carol Smith, Susan Carey & Marianne Wiser (1985). On Differentiation: A Case Study of the Development of the Concepts of Size, Weight, and Density. Cognition 21 (3):177-237.
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