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Summary Many theories in developmental psychology and anthropology assume that it makes sense to talk about a concept's changing over time. Similar appeals are often made in the history of science. For example, we may speak of changes in a child's concept of living things, a culture's concept of the afterlife, or the concept of energy in physics. Theories of conceptual change aim to explain what it means to speak of changes in a concept, to specify the sorts of processes by which concepts change, and to elucidate the ways in which the same concept can persist through change.
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  1. added 2020-02-11
    Wandering Significance: An Essay on Conceptual Behaviour.Chris Daly - 2007 - Philosophical Quarterly 57 (228):498-501.
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  2. added 2020-01-29
    New Boundary Lines.Alejandro Pérez Carballo - manuscript
    Intellectual progress involves forming a more accurate picture of the world. But it also figuring out which concepts to use for theorizing about the world. Bayesian epistemology has had much to say about the former aspect of our cognitive lives, but little if at all about the latter. I outline a framework for formulating questions about conceptual change in a broadly Bayesian framework. By enriching the resources of Epistemic Utility Theory with a more expansive conception of epistemic value, I offer (...)
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  3. added 2019-09-19
    Cognition in Practice: Conceptual Development and Disagreement in Cognitive Science.Mikio Akagi - 2016 - Dissertation, University of Pittsburgh
    Cognitive science has been beset for thirty years by foundational disputes about the nature and extension of cognition—e.g. whether cognition is necessarily representational, whether cognitive processes extend outside the brain or body, and whether plants or microbes have them. Whereas previous philosophical work aimed to settle these disputes, I aim to understand what conception of cognition scientists could share given that they disagree so fundamentally. To this end, I develop a number of variations on traditional conceptual explication, and defend a (...)
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  4. added 2019-09-12
    Avner Baz on Aspects and Concepts: A Critique.Reshef Agam-Segal - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy:1-33.
    ABSTRACTI defend the view that aspect-perception – seeing as a duck, or a face as courageous – typically involves concept-application. Seemingly obvious, this is contested by Avner Baz: ‘aspects ma...
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  5. added 2019-08-17
    Sellars, Truth Pluralism, and Truth Relativism.Lionel Shapiro - forthcoming - In Stefan Brandt & Anke Breunig (eds.), Wilfrid Sellars and Twentieth-Century Philosophy. New York, USA: Routledge. pp. 174–206.
    Two currently much discussed views about truth, truth pluralism and truth relativism, are found in Sellars’s writings. I show that his motivations for adoping these views are interestingly different from those shared by most of their recent advocates. First, I explain how Sellars comes to embrace a version of truth pluralism. I argue that his version overcomes a difficulty confronting pluralists, albeit at a serious cost. Then I argue that Sellars’s truth pluralism isn’t motivated by his interest in domains of (...)
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  6. added 2019-08-08
    Shifting Concepts: The Philosophy and Psychology of Conceptual Variability.Teresa Marques & Asa Maria Wikforss (eds.) - 2020 - Oxford: Oxford University Press.
    Concepts stand at the centre of human cognition. We use concepts in categorizing objects and events in the world, in reasoning and action, and in social interaction. It is therefore not surprising that the study of concepts constitutes a central area of research in philosophy and psychology, yet only recently have the two disciplines developed greater interaction. Recent experiments in psychology that test the role of concepts in categorizing and reasoning have found a great deal of variation, across individuals and (...)
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  7. added 2019-05-30
    The Cell and Protoplasm as Container, Object, and Substance, 1835–1861.Daniel Liu - 2017 - Journal of the History of Biology 50 (4):889-925.
    (Recipient of the 2020 Everett Mendelsohn Prize.) This article revisits the development of the protoplasm concept as it originally arose from critiques of the cell theory, and examines how the term “protoplasm” transformed from a botanical term of art in the 1840s to the so-called “living substance” and “the physical basis of life” two decades later. I show that there were two major shifts in biological materialism that needed to occur before protoplasm theory could be elevated to have equal status (...)
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  8. added 2019-04-15
    Building on Sellars: Concept Formation and Scientific Realism. [REVIEW]Tanya Kelley - 2008 - Metascience 17 (2):257-259.
    Harold Brown has written an ambitious work, which traces the formation of concepts in individuals and cultures, examines case studies of concepts in calculus, mathematics, biology and related fields, summarises important philosophical works on the theory of concepts, and seeks to reconcile scientific realism with conceptual change. Brown considers himself a scientific realist but concedes that this very label is one that depends on a long history of concepts that came before, and may indeed be superseded as conceptual change continues. (...)
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  9. added 2019-03-18
    Bayesian Cognitive Science, Predictive Brains, and the Nativism Debate.Matteo Colombo - 2018 - Synthese 195 (11):4817-4838.
    The rise of Bayesianism in cognitive science promises to shape the debate between nativists and empiricists into more productive forms—or so have claimed several philosophers and cognitive scientists. The present paper explicates this claim, distinguishing different ways of understanding it. After clarifying what is at stake in the controversy between nativists and empiricists, and what is involved in current Bayesian cognitive science, the paper argues that Bayesianism offers not a vindication of either nativism or empiricism, but one way to talk (...)
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  10. added 2019-01-28
    The Revisionist’s Rubric: Conceptual Engineering and the Discontinuity Objection.Michael Prinzing - 2018 - Inquiry: An Interdisciplinary Journal of Philosophy 61 (8):854-880.
    ABSTRACTThis paper is about conceptual engineering. Specifically, it discusses a common objection to CE, which I call the Discontinuity Objection. According to the Discontinuity Objection, CE leads to problematic discontinuities in subject and/or inquiry – making it philosophically uninteresting or irrelevant. I argue that a conceptual engineer can dismiss the Discontinuity Objection by showing that the pre-engineering concept persists through the proposed changes. In other words, the Discontinuity Objection does not apply if the proposal involves identity-preserving changes. Two existing views (...)
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  11. added 2018-12-11
    The Points of Concepts: Their Types, Tensions, and Connections.Matthieu Queloz - 2019 - Canadian Journal of Philosophy 49 (8):1122-1145.
    In the literature seeking to explain concepts in terms of their point, talk of ‘the point’ of concepts remains under-theorised. I propose a typology of points which distinguishes practical, evaluative, animating, and inferential points. This allows us to resolve tensions such as that between the ambition of explanations in terms of the points of concepts to be informative and the claim that mastering concepts requires grasping their point; and it allows us to exploit connections between types of points to understand (...)
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  12. added 2018-03-05
    Language's Dreamwork Reconsidered.Andreas Heise - 2017 - Argumenta (5):109-125.
    This paper offers both exegetical and systematic reconsiderations of Donald Davidson’s view on metaphor. In his essay What Metaphors Mean, Davidson argued against the idea that metaphors have any kind of propositional content beyond the literal meaning of the relevant sentence. Apart from this negative claim, Davidson also made a constructive proposal by suggesting that metaphor’s distinctive effect is to prompt a mental state of seeing-as. These two points seem connected insofar as Davidson makes the following assumptions. First, metaphors cause (...)
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  13. added 2017-12-12
    Strategic Conceptual Engineering for Epistemic and Social Aims.Ingo Brigandt & Esther Rosario - 2020 - In Alexis Burgess, Herman Cappelen & David Plunkett (eds.), Conceptual Engineering and Conceptual Ethics. Oxford: Oxford University Press. pp. 100-124.
    Examining previous discussions on how to construe the concepts of gender and race, we advocate what we call strategic conceptual engineering. This is the employment of a (possibly novel) concept for specific epistemic or social aims, concomitant with the openness to use a different concept (e.g., of race) for other purposes. We illustrate this approach by sketching three distinct concepts of gender and arguing that all of them are needed, as they answer to different social aims. The first concept serves (...)
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  14. added 2017-11-06
    Can Bootstrapping Explain Concept Learning?Jacob Beck - 2017 - Cognition 158:110–121.
    Susan Carey's account of Quinean bootstrapping has been heavily criticized. While it purports to explain how important new concepts are learned, many commentators complain that it is unclear just what bootstrapping is supposed to be or how it is supposed to work. Others allege that bootstrapping falls prey to the circularity challenge: it cannot explain how new concepts are learned without presupposing that learners already have those very concepts. Drawing on discussions of concept learning from the philosophical literature, this article (...)
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  15. added 2017-05-09
    Displacement of Concepts. [REVIEW]P. F. K. - 1965 - Review of Metaphysics 19 (2):383-384.
    An attempt to come to grips with the problem of how we acquire new concepts or how we develop new theories. Mr. Schon builds his theory on the basis of the idea that we do deal with new situations, or with old situations in new ways, and that we can do so only in terms of "old" theories—concepts which apply literally to other situations. He argues that we do so by "displacing" such concepts, using them as metaphors or projective models (...)
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  16. added 2017-05-05
    Gustav Teichmüller and the Systematic Significance of Studying the History of Concepts.Gottfried Gabriel - 2015 - Studia Philosophica Estonica 8 (2):1-12.
    The history of concepts is relevant in philosophy because conceptual distinctions fundamentally shape cognition. Because these conceptual distinctions are deeply entrenched in our way of thinking, we are not usually aware of this influence. How we view the world depends crucially on the concepts we have. These concepts, however, are the products of their history. Following Herbart, Gustav Teichmüller viewed philosophy as the systematic analysis and refinement of concepts. Refining concepts in such a way allows us to make new distinctions, (...)
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  17. added 2017-05-05
    A Dynamic Account of the Structure of Concepts.Peter Blouw - unknown
    Concepts are widely agreed to be the basic constituents of thought. Amongst philosophers and psychologists, however, the question of how concepts are structured has been a longstanding problem and a locus of disagreement. I draw on recent work describing how representational content is ascribed to populations of neurons to develop a novel solution to this problem. Because disputes over the structure of concepts often reflect divergent explanatory goals, I begin by arguing for a set of six criteria that a good (...)
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  18. added 2017-05-05
    Conceptual Systems.Harold I. Brown - 2007 - Routledge.
    New concepts are constantly being introduced into our thinking. _Conceptual Systems_ explores how these new concepts are entered into our systems along with sufficient continuity with older ideas to ensure understanding. The encyclopedic breadth of this text highlights the many different aspects and disciplines that together present an insightful view into the various theories of concepts. Harold Brown, a reputable author in the philosophy of science examines several historically influential theories of concepts as well as presenting a clear view on (...)
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  19. added 2017-05-05
    Conceptual Systems.Harold I. Brown - 2007 - Routledge.
    New concepts are constantly being introduced into our thinking. _Conceptual Systems_ explores how these new concepts are entered into our systems along with sufficient continuity with older ideas to ensure understanding. The encyclopedic breadth of this text highlights the many different aspects and disciplines that together present an insightful view into the various theories of concepts. Harold Brown, a reputable author in the philosophy of science examines several historically influential theories of concepts as well as presenting a clear view on (...)
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  20. added 2017-02-15
    Innate and Learned: Carey, Mad Dog Nativism, and the Poverty of Stimuli and Analogies (Yet Again).Georges Rey - 2014 - Mind and Language 29 (2):109-132.
    In her recent (2009) book, The Origins of Concepts, Susan Carey argues that what she calls ‘Quinean Bootstrapping’ and processes of analogy in children show that the expressive power of a mind can be increased in ways that refute Jerry Fodor's (1975, 2008) ‘Mad Dog’ view that all concepts are innate. I argue that it is doubtful any evidence about the manifestation of concepts in children will bear upon the logico-semantic issues of expressive power. Analogy and bootstrapping may be ways (...)
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  21. added 2017-02-14
    Learning Hypothesis Spaces and Dimensions Through Concept Learning.Joseph L. Austerweil & Thomas L. Griffiths - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 73--78.
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  22. added 2017-02-14
    Acquisition of Concepts with Characteristic and Defining Features.Thomas R. Shultz, Jean-Philippe Thivierge & Kristin Laurin - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 531--536.
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  23. added 2017-02-14
    What Kind of Mechanism Can Create a Preverbal Concept?Jean M. Mandler - 2004 - Trends in Cognitive Sciences 8 (11):508-513.
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  24. added 2017-02-14
    Theoretical Concepts in Flux: Conceptual Knowledge and Theory Change.Hans Rott - 2003 - In Regine Eckardt, Klaus von Heusinger & Christoph Schwarze (eds.), Words in Time: Diachronic Semantics From Different Points of View. Mouton de Gruyter. pp. 143-175.
    A theoretical term gets its meaning from a set of meaning-constitutive or 'analytic' sentences of the relevant theory. The meanings of theoretical terms may change when the theories change. After a discussion of Kant and Frege, I propose a broadly Quinean view of analyticity, without adopting Quine's meaning skepticism. A sentence of a given theory in a certain language is called analytic if revising the theory so that this sentence is lost entails the abandonment of the given linguistic (alternatively, of (...)
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  25. added 2017-02-14
    The Acquisition of the Ostensive Lexicon: A Reply to Professor Place.Nathan Stemmer - 1989 - Behaviorism 17 (2):147-149.
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  26. added 2017-02-13
    6 Skill Learning and Conceptual Thought.Ellen Fridland - 2013 - In Bana Bashour Hans Muller (ed.), Contemporary Philosophical Naturalism and its Implications. Routledge. pp. 13--77.
  27. added 2017-02-13
    Examining the Influence of Knowledge, Beliefs, and Motivation in Conceptual Change.P. K. Murphy & P. A. Alexander - 2008 - In Stella Vosniadou (ed.), Handbook of Research on Conceptual Change. Routledge. pp. 583--616.
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  28. added 2017-02-13
    Fixation of Belief and Concept Acquisition.Jerry A. Fodor - 1980 - In Massimo Piattelli-Palmarini (ed.), Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. Harvard University Press. pp. 142--149.
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  29. added 2017-02-12
    Weaving a Web: Concept Acquisition and Inferential Role.John Sarnecki - 2012 - Veritas – Revista de Filosofia da Pucrs 57 (3).
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  30. added 2017-02-11
    Concept Learning: A Geometrical Model.Peter G.?Rdenfors - 2001 - Proceedings of the Aristotelian Society 101 (2):163 - 183.
    In contrast to symbolic or associationist representations, I advocate a third form of representing information that employs geometrical structures. I argue that this form is appropriate for modelling concept learning. By using the geometrical structures of what I call conceptual spaces, I define properties and concepts. A learning model that shows how properties and concepts can be learned in a simple but naturalistic way is then presented. I also discuss the advantages of the geometric approach over the symbolic and associationist (...)
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  31. added 2017-02-10
    On the Spatial Foundations of the Conceptual System and Its Enrichment.Jean M. Mandler - 2012 - Cognitive Science 36 (3):421-451.
    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 know infants attend (...)
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  32. added 2017-02-10
    Fodor and the Impossibility of Learning.Majid Amini - 2011 - In Michael Bruce & Steven Barbone (eds.), Just the Arguments: 100 of the Most Important Arguments in Western Philosophy. Wiley-Blackwell.
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  33. added 2017-02-01
    The Content and Acquisition of Lexical Concepts.Richard Horsey - manuscript
    This thesis aims to develop a psychologically plausible account of concepts by integrating key insights from philosophy (on the metaphysical basis for concept possession) and psychology (on the mechanisms underlying concept acquisition). I adopt an approach known as informational atomism, developed by Jerry Fodor. Informational atomism is the conjunction of two theses: (i) informational semantics, according to which conceptual content is constituted exhaustively by nomological mind–world relations; and (ii) conceptual atomism, according to which (lexical) concepts have no internal structure. I (...)
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  34. added 2017-02-01
    Concept Learning: A Geometrical Model.Peter Gärdenfors - 2001 - Proceedings of the Aristotelian Society 101 (2):163–183.
    In contrast to symbolic or associationist representations, I advocate a third form of representing information that employs geometrical structures. I argue that this form is appropriate for modelling concept learning. By using the geometrical structures of what I call conceptual spaces, I define properties and concepts. A learning model that shows how properties and concepts can be learned in a simple but naturalistic way is then presented. I also discuss the advantages of the geometric approach over the symbolic and associationist (...)
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  35. added 2017-01-29
    Between Thought and Meaning: The Embodied Concept.John Edward Sarnecki - 2002 - Dissertation, Rutgers the State University of New Jersey - New Brunswick
    My dissertation is concerned with philosophical problems that attend to our capacity to acquire concepts. Philosophical problems with learning are not new, however, they are especially acute when applied to concept acquisition. What I hope to show is that we can offer an account of concepts which at once overcomes our concerns about first concept acquisition and is nevertheless compatible with the view that concepts are acquired through rational learning mechanisms. Towards this end I consider both cognitivist and noncognitivist theories (...)
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  36. added 2017-01-29
    Problem: The Place of Generic Concepts in Learning.M. Annice - 1953 - Proceedings and Addresses of the American Philosophical Association 27:85.
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  37. added 2017-01-27
    Concept Learning Challenged.Richard Volker Johannes Stoeckle-Schobel & Richard Stöckle-Schobel - unknown
    In my thesis, I argue that the philosophical and psychological study of concept-learning mechanisms has failed to take the diversity of learning mechanisms into account, and that consequently researchers should embrace a new way of thinking about concept learning: `concept learning' as a class of psychological mechanisms is not a natural kind lending itself to unified study and should be eliminated. To arrive at this, I discuss several concept-learning models that attempt to overcome Jerry Fodor's challenge and base my judgement (...)
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  38. added 2017-01-27
    On Learning New Primitives in the Language of Thought: Reply to Rey.Susan Carey - 2014 - 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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  39. added 2017-01-27
    Cognitive Preference and Learning Mode as Determinants of Meaningful Learning Through Concept Mapping.Peter Akinsola Okebukola & Olugbemiro J. Jegede - 1988 - Science Education 72 (4):489-500.
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  40. added 2017-01-26
    Concept Learning.Bradley C. Love - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group.
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  41. added 2017-01-26
    The Role of Domain-Specific Knowledge in Intentional Conceptual Change.M. Limón Luque - 2003 - In Gale M. Sinatra & Paul R. Pintrich (eds.), Intentional Conceptual Change. L. Erlbaum.
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  42. added 2017-01-26
    Concept Learning.Tom J. Palmeri & David Noelle - 2002 - In M. Arbib (ed.), The Handbook of Brain Theory and Neural Networks. MIT Press. pp. 234--238.
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  43. added 2017-01-26
    Concept Acquisition and Ostensive Learning: A Response to Professor Stemmer.Ullin T. Place - 1989 - Behaviorism 17 (2):141-145.
    The alternative offered by Professor Stemmer to cognitivist theories of the process whereby general terms acquire their meaning is criticised in its turn on the grounds that it presents an oversimplified view of the complex processes involved in the acquisition of word meanings.
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  44. added 2017-01-26
    Developmental Differences in Concept Transfer as a Function of Variability of Irrelevant Features During Acquisition.Lorraine A. Low, Ellen Coste & Cynthia Kirkup - 1980 - Bulletin of the Psychonomic Society 16 (1):19-22.
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  45. added 2017-01-25
    Concept Acquisition: Some Reflections.R. Mazumdar - 1997 - Indian Philosophical Quarterly 24 (2):127-140.
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  46. added 2017-01-24
    Instance Contiguity in Disjunctive Concept Learning.Robert C. Haygood, Jean Sandlin, Delmar J. Yoder & David H. Dodd - 1969 - Journal of Experimental Psychology 81 (3):605.
  47. added 2017-01-24
    Effects of Chaining Cues on the Acquisition of a Complex Conceptual Rule.Seong S. Lee & Robert M. Gagne - 1969 - Journal of Experimental Psychology 80 (3p1):468.
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  48. added 2017-01-24
    Strategies, Types of Solution, and Stage of Learning.Margaret J. Peterson & Francis B. Colavita - 1964 - Journal of Experimental Psychology 68 (6):578.
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  49. added 2017-01-24
    Verbal Concept Learning as a Function of Instructions and Dominance Level.E. B. Coleman - 1964 - Journal of Experimental Psychology 68 (2):213.
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  50. added 2017-01-21
    Conceptual Revolutions.Paul THAGARD - 1992 - Princeton University Press.
    In this path-breaking work, Paul Thagard draws on history and philosophy of science, cognitive psychology, and the field of artificial intelligence to develop a ...
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