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Frank C. Keil [52]Frank Keil [32]
  1.  34
    The Misunderstood Limits of Folk Science: An Illusion of Explanatory Depth.Leonid Rozenblit & Frank Keil - 2002 - Cognitive Science 26 (5):521-562.
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  2.  50
    The Seductive Allure of Neuroscience Explanations.Frank Keil - manuscript
    & Explanations of psychological phenomena seem to genervs. with neuroscience) design. Crucially, the neuroscience inate more public interest when they contain neuroscientific..
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  3.  7
    Constraints on Knowledge and Cognitive Development.Frank C. Keil - 1981 - Psychological Review 88 (3):197-227.
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  4.  22
    Two Dogmas of Conceptual Empiricism: Implications for Hybrid Models of the Structure of Knowledge.Frank Keil - 1998 - Cognition 65 (2-3):103-135.
  5.  22
    Conceptualizing a Nonnatural Entity: Anthropomorphism in God Concepts.Frank Keil - manuscript
    We investigate the problem of how nonnatural entities are represented by examining university students’ concepts of God, both professed theological beliefs and concepts used in comprehension of narratives. In three story processing tasks, subjects often used an anthropomorphic God concept that is inconsistent with stated theological beliefs; and drastically distorted the narratives without any awareness of doing so. By heightening subjects’ awareness of their theological beliefs, we were able to manipulate the degree of anthropomorphization. This tendency to anthropomorphize may be (...)
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  6.  88
    MIT Encyclopedia of the Cognitive Sciences.Robert A. Wilson & Frank C. Keil (eds.) - 1999 - MIT Press.
  7.  43
    Explanation and Cognition.Frank C. Keil & Robert A. Wilson - 2000 - MIT Press.
    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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  8.  10
    Constraints on Constraints: Surveying the Epigenetic Landscape.Frank C. Keil - 1990 - Cognitive Science 14 (1):135-168.
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  9.  7
    Searching for Explanations: How the Internet Inflates Estimates of Internal Knowledge.Matthew Fisher, Mariel K. Goddu & Frank C. Keil - 2015 - Journal of Experimental Psychology: General 144 (3):674-687.
  10.  31
    Categorical Effects in the Perception of Faces.James M. Beale & Frank C. Keil - 1995 - Cognition 57 (3):217-239.
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  11.  65
    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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  12.  19
    Biases Towards Internal Features in Infants' Reasoning About Objects.Frank Keil - 2008 - Cognition 107 (2):420-432.
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  13.  36
    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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  14.  13
    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.
  15. Syntax and Intentionality: An Automatic Link Between Language and Theory-of-Mind.Brent Strickland, Matthew Fisher, Frank Keil & Joshua Knobe - 2014 - Cognition 133 (1):249–261.
    Three studies provided evidence that syntax influences intentionality judgments. In Experiment 1, participants made either speeded or unspeeded intentionality judgments about ambiguously intentional subjects or objects. Participants were more likely to judge grammatical subjects as acting intentionally in the speeded relative to the reflective condition (thus showing an intentionality bias), but grammatical objects revealed the opposite pattern of results (thus showing an unintentionality bias). In Experiment 2, participants made an intentionality judgment about one of the two actors in a partially (...)
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  16.  9
    The Illusion of Argument Justification.Matthew Fisher & Frank C. Keil - 2014 - Journal of Experimental Psychology: General 143 (1):425-433.
  17. 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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  18.  17
    The Hidden Structure of Overimitation.Frank Keil - manuscript
    Edited by Susan E. Carey, Harvard University, Cambridge, MA, and approved October 18, 2007 (received for review May 11, 2007).
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  19.  69
    The Shadows and Shallows of Explanation.Robert A. Wilson & Frank C. Keil - 1998 - Minds and Machines 8 (1):137-159.
    We introduce two notions–the shadows and the shallows of explanation–in opening up explanation to broader, interdisciplinary investigation. The shadows of explanation refer to past philosophical efforts to provide either a conceptual analysis of explanation or in some other way to pinpoint the essence of explanation. The shallows of explanation refer to the phenomenon of having surprisingly limited everyday, individual cognitive abilities when it comes to explanation. Explanations are ubiquitous, but they typically are not accompanied by the depth that we might, (...)
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  20.  12
    Discerning the Division of Cognitive Labor: An Emerging Understanding of How Knowledge Is Clustered in Other Minds.Frank Keil, Courtney Stein, Lisa Webb, Van Dyke Billings & Leonid Rozenblit - 2008 - Cognitive Science 32 (2):259-300.
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  21.  18
    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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  22.  31
    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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  23.  3
    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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  24.  18
    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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  25. The Acquisition of Natural Kind and Artifact Terms.Frank C. Keil - 1986 - In William Demopoulos (ed.), Language Learning and Concept Acquisition. Ablex. pp. 133--153.
     
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  26.  33
    The Shadows and Shallows of Explanation.Frank C. Keil & Robert A. Wilson - 2000 - In Frank C. Keil & Robert A. Wilson (eds.), Minds and Machines. MIT Press.. pp. 137-159.
    Reprinted, with modification, from Wilson and Keil 1998.
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  27.  64
    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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  28.  28
    Early Understanding of the Division of Cognitive Labor.Frank Keil - manuscript
    Two studies with 3-, 4-, and 5-year-olds (N 104) examined whether young children can differentiate expertise in the minds of others. Study 1 revealed that all children in the sample could correctly attribute observable knowledge to familiar experts (i.e., a doctor and a car mechanic). Further, 4- and 5-year-olds could correctly attribute knowledge of underlying scientific principles to the appropriate experts. In contrast, Study 2 demonstrated that 3-, 4-, and 5-year-olds have difficulty making attributions of knowledge of scientific principles to (...)
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  29.  4
    Children’s Developing Notions of Partiality.Candice M. Mills & Frank C. Keil - 2008 - Cognition 107 (2):528-551.
  30.  3
    A Bump on a Bump? Emerging Intuitions Concerning the Relative Difficulty of the Sciences.Frank C. Keil, Kristi L. Lockhart & Esther Schlegel - 2010 - Journal of Experimental Psychology: General 139 (1):1-15.
  31. Doubt, Deference, and Deliberation: Understanding and Using the Division of Cognitive Labour.Frank Keil - 2005 - In Tamar Szabo Gendler & John Hawthorne (eds.), Oxford Studies in Epistemology. Oxford University Press. pp. 143.
     
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  32.  35
    “End-of-Life” Biases in Moral Evaluations of Others.George E. Newman, Kristi L. Lockhart & Frank C. Keil - 2010 - Cognition 115 (2):343-349.
  33.  13
    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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  34.  29
    Do Houseflies Think? Patterns of Induction and Biological Beliefs in Development.Grant Gutheil, Alonzo Vera & Frank C. Keil - 1998 - Cognition 66 (1):33-49.
  35.  3
    Hybrid Vigor and Conceptual Structure.Frank Keil - 2010 - Behavioral and Brain Sciences 33 (2-3):215-216.
    Machery rightly points out a diverse set of phenomena associated with concepts that create challenges for many traditional views of their nature. It may be premature, however, to give up such views completely. Here I defend the possibility of hybrid models of concept structure.
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  36.  17
    Do Houseflies Think? Patterns of Induction and Biological Beliefs in development1Portions of This Manuscript Were Presented at the Annual Meeting of the Psychonomics Society, 1988.1. [REVIEW]Grant Gutheil, Alonzo Vera & Frank C. Keil - 1998 - Cognition 66 (1):33-49.
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  37. Computation and the Brain.Patricia Smith Churchland, Rick Grush, Rob Wilson & Frank Keil - unknown
    Two very different insights motivate characterizing the brain as a computer. One depends on mathematical theory that defines computability in a highly abstract sense. Here the foundational idea is that of a Turing machine. Not an actual machine, the Turing machine is really a conceptual way of making the point that any well-defined function could be executed, step by step, according to simple 'if-you-are-in-state-P-and-have-input-Q-then-do-R' rules, given enough time (maybe infinite time) [see COMPUTATION]. Insofar as the brain is a device whose (...)
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  38.  36
    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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  39.  14
    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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  40. 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. Oxford University Press. pp. 231--248.
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  41. The Concept Concept: The Wayward Path of Cognitive Science.Frank C. Keil & Robert A. Wilson - 2000 - Mind and Language 15 (2-3):308-318.
    Critical discussion of Jerry Fodor's Concepts: Where Cognitive Science Went Wrong (1998).
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  42.  8
    On the Emergence of Semantic and Conceptual Distinctions.Frank C. Keil - 1983 - Journal of Experimental Psychology: General 112 (3):357-385.
  43.  7
    When and Why Do Hedgehogs and Foxes Differ?Frank C. Keil - 2010 - Critical Review 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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  44.  9
    Causal Inference and the Hierarchical Structure of Experience.Samuel G. B. Johnson & Frank C. Keil - 2014 - Journal of Experimental Psychology: General 143 (6):2223-2241.
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  45.  23
    Children's Sensitivity to Circular Explanations.Frank Keil - unknown
    The ability to evaluate the quality of explanations is an essential part of children’s intellectual growth. Explanations can be faulty in structural ways such as when they are circular. A circular explanation reiterates the question as if it were an explanation rather than providing any new information. Two experiments (N = 77) examined children’s preferences when faced with circular and noncircular explanations. The results demonstrate that a preference for noncircular explanations is present, albeit in a fragile form, by 5 or (...)
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  46.  43
    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.
  47.  6
    Children's Thinking: What Never Develops?Frank Keil - 1981 - Cognition 10 (1-3):159-166.
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  48.  5
    Event Completion: Event Based Inferences Distort Memory in a Matter of Seconds.Brent Strickland & Frank Keil - 2011 - Cognition 121 (3):409-415.
  49. What Lies Beneath? Understanding the Limits of Understanding.Frank Keil, Leonid Rozenblit & Candice Mills - 2004 - Thinking and Seeing: Visual Metacognition in Adults and Children.
     
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  50.  1
    Categorisation, Causation, and the Limits of Understanding.Frank Keil - 2003 - Language and Cognitive Processes 18 (5-6):663-692.
    Although recent work has emphasised the importance of naïve theories to categorisation, there has been little work examining the grain of analysis at which causal information normally influences categorisation. That level of analysis may often go unappreciated because of an “illusion of explanatory depth”, in which people think they mentally represent causal explanatory relations in far more detail than they really do. Naïve theories therefore might seem to be irrelevant to categorisation, or perhaps they only involve noting the presence of (...)
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