59 found
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  1.  7
    Concepts, Kinds and Cognitive Development.Frank C. Keil - 1989 - MIT Press.
    In Concepts, Kinds, and Cognitive Development, Frank C. Keil provides a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages. Keil argues that it is impossible to adequately understand the nature of conceptual representation without also considering the issue of learning. Weaving together issues in cognitive development, philosophy, and cognitive psychology, he reconciles numerous theories, backed by empirical evidence from nominal kinds studies, (...)
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  2. MIT Encyclopedia of the Cognitive Sciences.Robert Andrew Wilson & Frank C. Keil (eds.) - 1999 - Cambridge, USA: MIT Press.
    "Amongst the human mind's proudest accomplishments is the invention of a science dedicated to understanding itself: cognitive science. ... This volume is an authoritative guide to this exhilarating new body of knowledge, written by the experts, edited with skill and good judment. If we were to leave a time capsule for the next millennium with records of the great achievements of civilization, this volume would have to be in it."--Steven Pinker.
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  3.  41
    Constraints on knowledge and cognitive development.Frank C. Keil - 1981 - Psychological Review 88 (3):197-227.
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  4.  20
    Constraints on Constraints: Surveying the Epigenetic Landscape.Frank C. Keil - 1990 - Cognitive Science 14 (1):135-168.
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  5. Explanation and Cognition.Frank C. Keil & Robert A. Wilson - 2000 - MIT Press. Edited by Frank C. Keil & Robert A. Wilson.
    These essays draw on work in the history and philosophy of science, the philosophy of mind and language, the development of concepts in children, conceptual..
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  6.  37
    Same people, different group: Social structures are a central component of group concepts.Alexander Noyes, Frank C. Keil, Yarrow Dunham & Katherine Ritchie - 2023 - Cognition 240 (C):105567.
  7.  32
    Discerning the Division of Cognitive Labor: An Emerging Understanding of How Knowledge Is Clustered in Other Minds.Frank C. Keil, Courtney Stein, Lisa Webb, Van Dyke Billings & Leonid Rozenblit - 2008 - Cognitive Science 32 (2):259-300.
    The division of cognitive labor is fundamental to all cultures. Adults have a strong sense of how knowledge is clustered in the world around them and use that sense to access additional information, defer to relevant experts, and ground their own incomplete understandings. One prominent way of clustering knowledge is by disciplines similar to those that comprise the natural and social sciences. Seven studies explored an emerging sense of these discipline‐based ways of clustering of knowledge. Even 5‐year‐olds could cluster knowledge (...)
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  8.  33
    Understanding “Why:” How Implicit Questions Shape Explanation Preferences.Sehrang Joo, Sami R. Yousif & Frank C. Keil - 2022 - Cognitive Science 46 (2):e13091.
    Cognitive Science, Volume 46, Issue 2, February 2022.
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  9.  53
    Categorical effects in the perception of faces.James M. Beale & Frank C. Keil - 1995 - Cognition 57 (3):217-239.
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  10.  32
    An abstract to concrete shift in the development of biological thought: the insides story.Daniel J. Simons & Frank C. Keil - 1995 - Cognition 56 (2):129-163.
  11.  81
    The Shadows and Shallows of Explanation.Robert A. Wilson & Frank C. Keil - 2000 - In Frank C. Keil & Robert A. Wilson (eds.), Explanation and Cognition. MIT Press. pp. 87-114.
    Reprinted, with modification, from Wilson and Keil 1998.
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  12. Folkscience: coarse interpretations of a complex reality.Frank C. Keil - 2003 - Trends in Cognitive Sciences 7 (8):368-373.
    The rise of appeals to intuitive theories in many areas of cognitive science must cope with a powerful fact. People understand the workings of the world around them in far less detail than they think. This illusion of knowledge depth has been uncovered in a series of recent studies and is caused by several distinctive properties of explanatory understanding not found in other forms of knowledge. Other experimental work has shown that people do have skeletal frameworks of expectations that constrain (...)
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  13. Thinking through language.Paul Bloom & Frank C. Keil - 2001 - 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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  14.  23
    A right way to explain? Function, mechanism, and the order of explanations.Amanda M. McCarthy & Frank C. Keil - 2023 - Cognition 238 (C):105494.
  15.  78
    The Feasibility of Folk Science.Frank C. Keil - 2010 - Cognitive Science 34 (5):826-862.
    If folk science means individuals having well worked out mechanistic theories of the workings of the world, then it is not feasible. Laypeople’s explanatory understandings are remarkably coarse, full of gaps, and often full of inconsistencies. Even worse, most people overestimate their own understandings. Yet recent views suggest that formal scientists may not be so different. In spite of these limitations, science somehow works and its success offers hope for the feasibility of folk science as well. The success of science (...)
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  16.  49
    Where's the essence? Developmental shifts in children's beliefs about internal features.George E. Newman & Frank C. Keil - unknown
    The present studies investigated children’s and adults’ intuitive beliefs about the physical nature of essences. Adults and children (ranging in age from 6 to 10 years old) were asked to reason about two different ways of determining an unknown object’s category: taking a tiny internal sample from any part of the object (distributed view of essence), or taking a sample from one specific region (localized view of essence). Results from three studies indicated that adults strongly endorsed the distributed view, and (...)
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  17.  50
    Knowing When Help Is Needed: A Developing Sense of Causal Complexity.Jonathan F. Kominsky, Anna P. Zamm & Frank C. Keil - 2018 - Cognitive Science 42 (2):491-523.
    Research on the division of cognitive labor has found that adults and children as young as age 5 are able to find appropriate experts for different causal systems. However, little work has explored how children and adults decide when to seek out expert knowledge in the first place. We propose that children and adults rely on “mechanism metadata,” information about mechanism information. We argue that mechanism metadata is relatively consistent across individuals exposed to similar amounts of mechanism information, and it (...)
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  18. Explaining Explanation.Robert A. Wilson & Frank C. Keil - 2000 - In Frank C. Keil & Robert A. Wilson (eds.), Explanation and Cognition. MIT Press. pp. 1-18.
    It is not a particularly hard thing to want or seek explanations. In fact, explanations seem to be a large and natural part of our cognitive lives. Children ask why and how questions very early in development and seem genuinely to want some sort of answer, despite our often being poorly equipped to provide them at the appropriate level of sophistication and detail. We seek and receive explanations in every sphere of our adult lives, whether it be to understand why (...)
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  19. The acquisition of natural kind and artifact terms.Frank C. Keil - 1986 - In William Demopoulos (ed.), Language Learning and Concept Acquisition: Foundational Issues. Ablex. pp. 133--153.
     
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  20. Explanation, Association, and the Acquisition of Word Meaning.Frank C. Keil - 1994 - Lingua 92 (1-4):169--196.
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  21.  22
    Judgments of spatial extent are fundamentally illusory: ‘Additive-area’ provides the best explanation.Sami R. Yousif, Richard N. Aslin & Frank C. Keil - 2020 - Cognition 205 (C):104439.
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  22.  45
    Do houseflies think? Patterns of induction and biological beliefs in development.Grant Gutheil, Alonzo Vera & Frank C. Keil - 1998 - Cognition 66 (1):33-49.
  23.  72
    “End-of-life” biases in moral evaluations of others.George E. Newman, Kristi L. Lockhart & Frank C. Keil - 2010 - Cognition 115 (2):343-349.
  24.  36
    The Curse of Expertise: When More Knowledge Leads to Miscalibrated Explanatory Insight.Matthew Fisher & Frank C. Keil - 2016 - Cognitive Science 40 (5):1251-1269.
    Does expertise within a domain of knowledge predict accurate self-assessment of the ability to explain topics in that domain? We find that expertise increases confidence in the ability to explain a wide variety of phenomena. However, this confidence is unwarranted; after actually offering full explanations, people are surprised by the limitations in their understanding. For passive expertise, miscalibration is moderated by education; those with more education are accurate in their self-assessments. But when those with more education consider topics related to (...)
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  25.  23
    Children’s and Adults’ Intuitions about Who Can Own Things.Nicholaus S. Noles, Frank C. Keil, Susan A. Gelman & Paul Bloom - 2012 - Journal of Cognition and Culture 12 (3-4):265-286.
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  26.  36
    The more things change…: Metamorphoses and conceptual structure.Michael H. Kelly & Frank C. Keil - 1985 - Cognitive Science 9 (4):403-416.
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  27.  60
    Overestimation of Knowledge About Word Meanings: The “Misplaced Meaning” Effect.Jonathan F. Kominsky & Frank C. Keil - 2014 - Cognitive Science 38 (8):1604-1633.
    Children and adults may not realize how much they depend on external sources in understanding word meanings. Four experiments investigated the existence and developmental course of a “Misplaced Meaning” effect, wherein children and adults overestimate their knowledge about the meanings of various words by underestimating how much they rely on outside sources to determine precise reference. Studies 1 and 2 demonstrate that children and adults show a highly consistent MM effect, and that it is stronger in young children. Study 3 (...)
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  28.  29
    Children’s developing notions of (im)partiality.Candice M. Mills & Frank C. Keil - 2008 - Cognition 107 (2):528-551.
  29. Children Use Temporal Cues to Learn Causal Directionality.Benjamin M. Rottman, Jonathan F. Kominsky & Frank C. Keil - 2014 - Cognitive Science 38 (3):489-513.
    The ability to learn the direction of causal relations is critical for understanding and acting in the world. We investigated how children learn causal directionality in situations in which the states of variables are temporally dependent (i.e., autocorrelated). In Experiment 1, children learned about causal direction by comparing the states of one variable before versus after an intervention on another variable. In Experiment 2, children reliably inferred causal directionality merely from observing how two variables change over time; they interpreted Y (...)
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  30.  34
    The emerging causal understanding of institutional objects.Alexander Noyes, Frank C. Keil & Yarrow Dunham - 2018 - Cognition 170 (C):83-87.
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  31.  7
    Thinking takes time: Children use agents' response times to infer the source, quality, and complexity of their knowledge.Emory Richardson & Frank C. Keil - 2022 - Cognition 224 (C):105073.
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  32. A world apart: How concepts of the constructed world are different in representation and in development.Frank C. Keil, Marissa L. Greif & Rebekkah S. Kerner - 2007 - In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representaion. New York: Oxford University Press. pp. 231--248.
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  33.  22
    Adults' learning of complex explanations violates their intuitions about optimal explanatory order.Amanda M. McCarthy, Nicole Betz & Frank C. Keil - 2024 - Cognition 246 (C):105767.
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  34.  21
    Order, Order Everywhere, and Only an Agent to Think: The Cognitive Compulsion to Infer Intentional Agents.Frank C. Keil & George E. Newman - 2015 - Mind and Language 30 (2):117-139.
    Several studies demonstrate that an intuitive link between agents and order emerges within the first year of life. This appreciation seems importantly related to similar forms of inference, such as the Argument from Design. We suggest, however, that infants and young children may be more accurate in their tendencies to infer agents from order than older children and adults, who often infer intentional agents when there are none. Thus, the earliest inferences about intentional agents based on order may be quite (...)
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  35.  11
    Using space to remember: Short-term spatial structure spontaneously improves working memory.Sami R. Yousif, Monica D. Rosenberg & Frank C. Keil - 2021 - Cognition 214 (C):104748.
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  36.  8
    Mechanism and explanation in the development of biological thought: The case of disease.Frank C. Keil, Daniel T. Levin, Bethany A. Richman & Grant Gutheil - 1999 - In Douglas L. Medin & Scott Atran (eds.), Folkbiology. MIT Press.
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  37.  75
    Spiders in the web of belief: The tangled relations between concepts and theories.Frank C. Keil - 1989 - Mind and Language 4 (1-2):43-50.
  38.  25
    When and why do hedgehogs and foxes differ?Frank C. Keil - 2010 - Critical Review: A Journal of Politics and Society 22 (4):415-426.
    Philip E. Tetlock's finding that "hedgehog" experts are worse predictors than "foxes" offers fertile ground for future research. Are experts as likely to exhibit hedgehog- or fox-like tendencies in areas that call for explanatory, diagnostic, and skill-based expertise-as they did when Tetlock called on experts to make predictions? Do particular domains of expertise curtail or encourage different styles of expertise? Can we trace these different styles to childhood? Finally, can we nudge hedgehogs to be more like foxes? Current research can (...)
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  39.  95
    Concepts, correlations, and some challenges for connectionist cognition.Gary F. Marcus & Frank C. Keil - 2008 - Behavioral and Brain Sciences 31 (6):722-723.
    Rogers & McClelland's (R&M's) précis represents an important effort to address key issues in concepts and categorization, but few of the simulations deliver what is promised. We argue that the models are seriously underconstrained, importantly incomplete, and psychologically implausible; more broadly, R&M dwell too heavily on the apparent successes without comparable concern for limitations already noted in the literature.
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  40.  24
    Godzilla vs. Mothra and the Sydney Opera House: Boundary Conditions on Functional Architecture in Infant Visual Perception and Beyond.Frank C. Keil - 1991 - Mind and Language 6 (3):239-251.
  41.  33
    Natural categories and natural concepts.Frank C. Keil - 1981 - Behavioral and Brain Sciences 4 (2):293-294.
  42.  33
    Effects of Causal Structure on Decisions About Where to Intervene on Causal Systems.Brian J. Edwards, Russell C. Burnett & Frank C. Keil - 2015 - Cognitive Science 39 (8):1912-1924.
    We investigated how people design interventions to affect the outcomes of causal systems. We propose that the abstract structural properties of a causal system, in addition to people's content and mechanism knowledge, influence decisions about how to intervene. In Experiment 1, participants preferred to intervene at specific locations in a causal chain regardless of which content variables occupied those positions. In Experiment 2, participants were more likely to intervene on root causes versus immediate causes when they were presented with a (...)
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  43.  32
    By domains: The origins of concepts of.Frank C. Keil - unknown
    domains as rareiied as a cardiologistRi7;s knowledge of arrhythmia to those as commonplace as everyday folk psychology. Domains can vary from the highly concrete causally rich relations in a naive mechanics of physical objects to the highly abstract noncausal relations of mathematics or natural language syntax. Lumping together all of these different sorts of domains so as to have similar effects on cognitive development is likely to be misleading and un· informative. In this chapter, I consider some distinctions and their (...)
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  44.  30
    C. fl. gallistel university of california, Los Angeles.Frank C. Keil - unknown
    Rochel Gelman University of California, Los Angeles..
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  45.  19
    6 constraints 0i1 the acquisition and.Frank C. Keil - unknown
    y arguments about the intrinsically interactional nature of development (e.g. Johnston, 1988; Lehrman, 1953; Lemeri983O te learning takes place and an environment to be learned. The use of the term Cngnz`rii*e Psyc/10/0g_v.· An Inrerrzational Review. Edited by Michael W. Eysenck @1990 by John Wiley & Sons Ld..
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  46.  14
    Darwin and development: Why ontogeny does not recapitulate phylogeny for human concepts.Frank C. Keil & George E. Newman - 2010 - In Denis Mareschal, Paul Quinn & Stephen E. G. Lea (eds.), The Making of Human Concepts. Oxford University Press. pp. 317.
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  47.  12
    Developmental insights into mature cognition.Frank C. Keil - 2015 - Cognition 135:10-13.
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  48.  41
    Good intentions and bad words.Frank C. Keil - 2001 - Behavioral and Brain Sciences 24 (6):1110-1111.
    Bloom makes a strong case that word meaning acquisition does not require a dedicated word learning system. This conclusion, however, does not argue against a dedicated language acquisition system for syntax, morphology, and aspects of semantics. Critical questions are raised as to why word meaning should be so different from other aspects of language in the course of acquisition.
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  49.  15
    Of pidgins and pigeons.Frank C. Keil - 1984 - Behavioral and Brain Sciences 7 (2):197.
  50.  42
    Structural determinants of interventions on causal systems.Frank C. Keil - unknown
    We investigate how people use causal knowledge to design interventions to affect the outcomes of causal systems. We propose that in addition to using content or mechanism knowledge to evaluate the effectiveness of interventions, people are also influenced by the abstract structural properties of a causal system. In particular, we investigated two factors that influence whether people tend to intervene proximally (on the immediate cause of an outcome of interest) or distally (on the root cause of a chain leading to (...)
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