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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 2018-12-11
    The Points of Concepts: Their Types, Tensions, and Connections.Matthieu Queloz - forthcoming - Canadian Journal of Philosophy.
    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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  2. 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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  3. added 2017-12-12
    Strategic Conceptual Engineering for Epistemic and Social Aims.Ingo Brigandt & Esther Rosario - forthcoming - In Alexis Burgess, Herman Cappelen & David Plunkett (eds.), Conceptual Engineering and Conceptual Ethics. Oxford: Oxford University Press.
    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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  4. 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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  5. added 2017-05-09
    Displacement of Concepts. [REVIEW]P. F. K. - 1965 - Review of Metaphysics 19 (2):383-384.
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  6. added 2017-05-05
    Conceptual Systems.Harold I. Brown - 2016 - 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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  7. 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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  8. 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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  9. 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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  10. 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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  11. 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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  12. 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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  13. 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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  14. added 2017-02-14
    Theoretical Concepts in Flux: Conceptual Knowledge and Theory Change.Hans Ron - 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.
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  15. 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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  16. 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.
  17. 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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  18. 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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  19. 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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  20. 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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  21. 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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  22. 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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  23. 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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  24. 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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  25. 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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  26. 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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  27. 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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  28. 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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  29. 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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  30. 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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  31. 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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  32. 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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  33. 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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  34. 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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  35. added 2017-01-25
    Concept Acquisition: Some Reflections.R. Mazumdar - 1997 - Indian Philosophical Quarterly 24 (2):127-140.
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  36. 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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  37. 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.
  38. 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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  39. 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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  40. 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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  41. added 2017-01-16
    Transitions in Concept Acquisition: Using the Hand to Read the Mind.Susan Goldin-Meadow, Martha W. Alibali & R. Breckinridge Church - 1993 - Psychological Review 100 (2):279-297.
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  42. added 2017-01-16
    Concept, Word, and Sentence: Interrelations in Acquisition and Development.Katherine Nelson - 1974 - Psychological Review 81 (4):267-285.
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  43. added 2017-01-14
    Hypothesis Formation and Testing in the Acquisition of Representationally Simple Concepts.[author unknown] - 2015 - Philosophical Studies 172 (1):227-247.
    Observations from philosophy and psychology heavily favor the Empiricist tenet that many lexical concepts are learned. However, many observations also heavily favor the Nativist tenet that such concepts are representationally atomic. Fodor Representations: Philosophical essays on the foundations of cognitive science, 1981, LOT2: The language of thought revisited, 2008) has famously argued that representationally atomic concepts cannot be learned, at least not learned by hypothesis formation and testing. Concept theorists who want to preserve observations about concept learning have developed acquisition (...)
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  44. added 2016-12-18
    Pearce, Glenn and Patrick Maynard / "Conceptual Change".Radu J. Bogdan - 1975 - Theory and Decision 6 (1/4):107.
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  45. added 2016-01-14
    Decision Making in the Practical Domain: A Model of Practical Conceptual Change.Allan Feldman - 2000 - Science Education 84 (5):606-623.
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  46. added 2015-11-30
    A Theory of Conceptual Advance: Explaining Conceptual Change in Evolutionary, Molecular, and Evolutionary Developmental Biology.Ingo Brigandt - 2006 - Dissertation, University of Pittsburgh
    The theory of concepts advanced in the dissertation aims at accounting for a) how a concept makes successful practice possible, and b) how a scientific concept can be subject to rational change in the course of history. Traditional accounts in the philosophy of science have usually studied concepts in terms only of their reference; their concern is to establish a stability of reference in order to address the incommensurability problem. My discussion, in contrast, suggests that each scientific concept consists of (...)
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  47. added 2015-04-06
    Concept Acquisition and Experiential Change.William S. Robinson - 2014 - The Baltic International Yearbook of Cognition, Logic and Communication 9.
    Many have held the Acquisition of Concepts Thesis that concept acquisition can change perceptual experience. This paper explains the close relation of ACT to ADT, the thesis that acquisition of dispositions to quickly and reliably recognize a kind of thing can change perceptual experience. It then states a highly developed argument given by Siegel which, if successful, would offer strong support for ADT and indirect support for ACT. Examination of this argument, however, reveals difficulties that undermine its promise. Distinctions made (...)
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  48. added 2015-04-04
    Learning Matters: The Role of Learning in Concept Acquisition.Stephen Laurence Eric Margolis - 2011 - 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 that Fodor fails to establish that concept learning is impossible, that his own biological account of concept acquisition is unworkable, and that there are in fact many promising general (...)
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  49. added 2015-04-04
    Religious Concepts and Conceptual Change.Herbert William Cassel - 1973 - Dissertation, Temple University
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  50. added 2015-03-24
    Complex Instructional Analogies and Theoretical Concept Acquisition in College Genetics.William P. Baker & Anton E. Lawson - 2001 - Science Education 85 (6):665-683.
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