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Sam Scott [4]Samuel Bryan Scott [2]
  1. Splitting Concepts.Gualtiero Piccinini & Sam Scott - 2006 - Philosophy of Science 73 (4):390-409.
    A common presupposition in the concepts literature is that concepts constitute a sin- gular natural kind. If, on the contrary, concepts split into more than one kind, this literature needs to be recast in terms of other kinds of mental representation. We offer two new arguments that concepts, in fact, divide into different kinds: (a) concepts split because different kinds of mental representation, processed independently, must be posited to explain different sets of relevant phenomena; (b) concepts split because different kinds (...)
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  2. Recovering What Is Said With Empty Names.Gualtiero Piccinini & Sam Scott - 2010 - Canadian Journal of Philosophy 40 (2):239-273.
    As our data will show, negative existential sentences containing socalled empty names evoke the same strong semantic intuitions in ordinary speakers and philosophers alike.Santa Claus does not exist.Superman does not exist.Clark Kent does not exist.Uttering the sentences in (1) seems to say something truth-evaluable, to say something true, and to say something different for each sentence. A semantic theory ought to explain these semantic intuitions.The intuitions elicited by (1) are in apparent conflict with the Millian view of proper names. According (...)
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    Psychologism and Conceptual Semantics.Luke Jerzykiewicz & Sam Scott - 2003 - Behavioral and Brain Sciences 26 (6):682-683.
    Psychologism is the attempt to account for the necessary truths of mathematics in terms of contingent psychological facts. It is widely regarded as a fallacy. Jackendoff's view of reference and truth entails psychologism. Therefore, he needs to either provide a defense of the doctrine, or show that the charge doesn't apply.
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    The Other Way to Learn the Meaning of a Word.Sam Scott - 2001 - Behavioral and Brain Sciences 24 (6):1117-1118.
    Bloom's book can be viewed as a long argument for an anti-Whorfian conclusion. According to Bloom, word learning is usually a process of mapping new words to pre-existing concepts. But an exception to this generalization – the learning of words from linguistic context – poses a problem for Bloom's anti-Whorfian argument.
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