Behavioral and Brain Sciences 31 (6):689-714 (2008)

Abstract
In this prcis we focus on phenomena central to the reaction against similarity-based theories that arose in the 1980s and that subsequently motivated the approach to semantic knowledge. Specifically, we consider (1) how concepts differentiate in early development, (2) why some groupings of items seem to form or coherent categories while others do not, (3) why different properties seem central or important to different concepts, (4) why children and adults sometimes attest to beliefs that seem to contradict their direct experience, (5) how concepts reorganize between the ages of 4 and 10, and (6) the relationship between causal knowledge and semantic knowledge. The explanations our theory offers for these phenomena are illustrated with reference to a simple feed-forward connectionist model. The relationships between this simple model, the broader theory, and more general issues in cognitive science are discussed
Keywords categorization   causal knowledge   concepts   connectionism   development   innateness   learning   semantics   memory   theory-theory
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DOI 10.1017/S0140525X0800589X
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References found in this work BETA

Vison.David Marr - 1982 - W. H. Freeman.
From Discourse to Logic.Hans Kamp & Uwe Reyle - 1993 - Dordrecht: Kluwer Academic Publishers.

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Symbol Interdependency in Symbolic and Embodied Cognition.Max M. Louwerse - 2011 - Topics in Cognitive Science 3 (2):273-302.
Associative Processes in Intuitive Judgment.Carey K. Morewedge & Daniel Kahneman - 2010 - Trends in Cognitive Sciences 14 (10):435-440.

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