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Susan Carey [59]Susan E. Carey [1]
  1. The Origin of Concepts.Susan Carey - 2009 - Oxford University Press.
    Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially. Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition (...)
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  2.  25
    One, Two, Three, Four, Nothing More: An Investigation of the Conceptual Sources of the Verbal Counting Principles.Mathieu Le Corre & Susan Carey - 2007 - Cognition 105 (2):395-438.
  3.  26
    The Development of Intent-Based Moral Judgment.Fiery Cushman, Rachel Sheketoff, Sophie Wharton & Susan Carey - 2013 - Cognition 127 (1):6.
  4.  74
    Conceptual Differences Between Children and Adults.Susan Carey - 1988 - Mind and Language 3 (3):167-181.
  5.  55
    Infants' Knowledge of Objects: Beyond Object Files and Object Tracking.Susan Carey & Fei Xu - 2001 - Cognition 80 (1-2):179-213.
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  6.  15
    On Differentiation: A Case Study of the Development of the Concepts of Size, Weight, and Density.Carol Smith, Susan Carey & Marianne Wiser - 1985 - Cognition 21 (3):177-237.
  7. Précis of the Origin of Concepts.Susan Carey - 2011 - Behavioral and Brain Sciences 34 (3):113-124.
    A theory of conceptual development must specify the innate representational primitives, must characterize the ways in which the initial state differs from the adult state, and must characterize the processes through which one is transformed into the other. The Origin of Concepts (henceforth TOOC) defends three theses. With respect to the initial state, the innate stock of primitives is not limited to sensory, perceptual, or sensorimotor representations; rather, there are also innate conceptual representations. With respect to developmental change, conceptual development (...)
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  8.  22
    How Counting Represents Number: What Children Must Learn and When They Learn It.Barbara W. Sarnecka & Susan Carey - 2008 - Cognition 108 (3):662-674.
  9.  17
    Why Faces Are and Are Not Special: An Effect of Expertise.Rhea Diamond & Susan Carey - 1986 - Journal of Experimental Psychology: General 115 (2):107-117.
  10. Science and Core Knowledge.Susan Carey & Elizabeth Spelke - 1996 - Philosophy of Science 63 (4):515 - 533.
    While endorsing Gopnik's proposal that studies of the emergence and modification of scientific theories and studies of cognitive development in children are mutually illuminating, we offer a different picture of the beginning points of cognitive development from Gopnik's picture of "theories all the way down." Human infants are endowed with several distinct core systems of knowledge which are theory-like in some, but not all, important ways. The existence of these core systems of knowledge has implications for the joint research program (...)
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  11.  30
    On the Limits of Infants' Quantification of Small Object Arrays.Lisa Feigenson & Susan Carey - 2005 - Cognition 97 (3):295-313.
  12.  15
    Ontological Categories Guide Young Children's Inductions of Word Meaning: Object Terms and Substance Terms.Nancy N. Soja, Susan Carey & Elizabeth S. Spelke - 1991 - Cognition 38 (2):179-211.
  13.  56
    Cognitive Foundations of Arithmetic: Evolution and Ontogenisis.Susan Carey - 2001 - Mind and Language 16 (1):37-55.
    Dehaene articulates a naturalistic approach to the cognitive foundations of mathematics. Further, he argues that the ‘number line’ system of representation is the evolutionary and ontogenetic foundation of numerical concepts. Here I endorse Dehaene’s naturalistic stance and also his characterization of analog magnitude number representations. Although analog magnitude representations are part of the evolutionary foundations of numerical concepts, I argue that they are unlikely to be part of the ontogenetic foundations of the capacity to represent natural number. Rather, the developmental (...)
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  14. Where Our Number Concepts Come From.Susan Carey - 2009 - Journal of Philosophy 106 (4):220-254.
  15.  33
    Developmental Changes Within the Core of Artifact Concepts.Adee Matan & Susan Carey - 2001 - Cognition 78 (1):1-26.
  16. The Essence of Artifacts: Developing the Design Stance.Deborah Kelemen & Susan Carey - 2007 - In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representaion. Oxford University Press. pp. 212--230.
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  17.  32
    Grey Parrot Number Acquisition: The Inference of Cardinal Value From Ordinal Position on the Numeral List.Irene M. Pepperberg & Susan Carey - 2012 - Cognition 125 (2):219-232.
  18.  28
    The Development of Principled Connections and Kind Representations.Paul Haward, Laura Wagner, Susan Carey & Sandeep Prasada - 2018 - Cognition 176:255-268.
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  19.  6
    The Long and the Short of It: On the Nature and Origin of Functional Overlap Between Representations of Space and Time.Mahesh Srinivasan & Susan Carey - 2010 - Cognition 116 (2):217-241.
  20.  26
    Objects Are Individuals but Stuff Doesn't Count: Perceived Rigidity and Cohesiveness Influence Infants' Representations of Small Groups of Discrete Entities.Gavin Huntley-Fenner, Susan Carey & Andrea Solimando - 2002 - Cognition 85 (3):203-221.
  21.  24
    Reasoning About ‘Irrational’ Actions: When Intentional Movements Cannot Be Explained, the Movements Themselves Are Seen as the Goal.Adena Schachner & Susan Carey - 2013 - Cognition 129 (2):309-327.
  22.  28
    Infants' Ability to Use Object Kind Information for Object Individuation.Fei Xu, Susan Carey & Jenny Welch - 1999 - Cognition 70 (2):137-166.
  23.  46
    Knowledge Acquisition: Enrichment or Conceptual Change.Susan Carey - 1999 - In Eric Margolis & Stephen Laurence (eds.), Concepts: Core Readings. MIT Press. pp. 459--487.
  24.  18
    Executive Function Depletion in Children and its Impact on Theory of Mind.Lindsey J. Powell & Susan Carey - 2017 - Cognition 164:150-162.
  25.  12
    Do Analog Number Representations Underlie the Meanings of Young Children’s Verbal Numerals?Susan Carey, Anna Shusterman, Paul Haward & Rebecca Distefano - 2017 - Cognition 168:243-255.
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  26.  19
    The Acquisition of Modal Concepts.Brian P. Leahy & Susan E. Carey - 2020 - Trends in Cognitive Sciences 24 (1):65-78.
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  27.  5
    Ontogenetic Origins of Human Integer Representations.Susan Carey & David Barner - 2019 - Trends in Cognitive Sciences 23 (10):823-835.
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  28.  32
    The Emergence of Reasoning by the Disjunctive Syllogism in Early Childhood.Shilpa Mody & Susan Carey - 2016 - Cognition 154:40-48.
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  29.  16
    Could It Be So? The Cognitive Science of Possibility.Susan Carey, Brian Leahy, Jonathan Redshaw & Thomas Suddendorf - 2020 - Trends in Cognitive Sciences 24 (1):3-4.
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  30. One, Two, Three, Four, Nothing More: How Numerals Are Mapped Onto Core Knowledge of Number in the Construction of the Counting Principles.Matthew Le Corre & Susan Carey - 2007 - Cognition 105 (2):395-438.
  31.  3
    Zafimaniry: An Understanding of What Is Passed on From Parents to Children: A Cross-Cultural Investigation.Maurice Bloch, Susan Carey & Gregg Solomon - 2001 - Journal of Cognition and Culture 1 (1):43-68.
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  32. Beyond Object-Files and Object Tracking: Infant Representations of Objects.Susan Carey & Fei Xu - 2001 - Cognition 80:179-213.
     
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  33.  48
    Evidence for a Non-Linguistic Distinction Between Singular and Plural Sets in Rhesus Monkeys.David Barner, Justin Wood, Marc Hauser & Susan Carey - 2008 - Cognition 107 (2):603-622.
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  34. 1. The Theory-Theory of Concepts.Deborah Kelemen & Susan Carey - 2007 - In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representaion. Oxford University Press. pp. 212.
  35.  84
    Perception, Ontology, and Word Meaning.Nancy N. Soja, Susan Carey & Elizabeth S. Spelke - 1992 - Cognition 45 (1):101-107.
  36.  18
    The Emergence of Kind Concepts: A Rejoinder to Needham and Baillargeon.Fei Xu & Susan Carey - 2000 - Cognition 74 (3):285-301.
  37.  38
    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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  38.  43
    Individuation of Objects and Events: A Developmental Study.Laura Wagner & Susan Carey - 2003 - Cognition 90 (2):163-191.
  39.  24
    The Role of Inferences About Referential Intent in Word Learning: Evidence From Autism.Melissa Allen Preissler & Susan Carey - 2005 - Cognition 97 (1):B13-B23.
  40.  23
    Why Theories of Concepts Should Not Ignore the Problem of Acquisition.Susan Carey - 2015 - Disputatio 7 (41):113-163.
    Why Theories of Concepts Should Not Ignore the Problem of Acquisition.
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  41. Evolutionary and Ontogenetic Foundations of Arithmetic.Susan Carey - 2001 - Mind and Language 16 (1):37-55.
     
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  42. Concept Innateness, Concept Continuity, and Bootstrapping.Susan Carey - 2011 - Behavioral and Brain Sciences 34 (3):152.
    The commentators raised issues relevant to all three important theses of The Origin of Concepts (henceforth TOOC). Some questioned the very existence of innate representational primitives, and others questioned my claims about their richness and whether they should be thought of as concepts. Some questioned the existence of conceptual discontinuity in the course of knowledge acquisition and others argued that discontinuity is much more common than was portrayed in TOOC. Some raised issues with my characterization of Quinian bootstrapping, and others (...)
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  43.  14
    Why the Verbal Counting Principles Are Constructed Out of Representations of Small Sets of Individuals: A Reply to Gallistel.Mathieu Le Corre & Susan Carey - 2008 - Cognition 107 (2):650-662.
  44.  42
    Rebooting the Bootstrap Argument: Two Puzzles for Bootstrap Theories of Concept Development.Lance J. Rips, Susan J. Hespos & Susan Carey - 2011 - Behavioral and Brain Sciences 34 (3):145.
    The Origin of Concepts sets out an impressive defense of the view that children construct entirely new systems of concepts. We offer here two questions about this theory. First, why doesn't the bootstrapping process provide a pattern for translating between the old and new systems, contradicting their claimed incommensurability? Second, can the bootstrapping process properly distinguish meaning change from belief change?
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  45.  7
    Specifying the Domain-General Resources That Contribute to Conceptual Construction: Evidence From the Child’s Acquisition of Vitalist Biology.Nathan Tardiff, Igor Bascandziev, Susan Carey & Deborah Zaitchik - 2020 - Cognition 195:104090.
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  46.  65
    Rational Constructivism, Statistical Inference, and Core Cognition.Fei Xu & Susan Carey - 2011 - Behavioral and Brain Sciences 34 (3):151.
    I make two points in this commentary on Carey (2009). First, it may be too soon to conclude that core cognition is innate. Recent advances in computational cognitive science and developmental psychology suggest possible mechanisms for developing inductive biases. Second, there is another possible answer to Fodor's challenge – if concepts are merely mental tokens, then cognitive scientists should spend their time on developing a theory of belief fixation instead.
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  47.  13
    Ontological Categories Guide Young Children's Inductions of Word Meaning.Nancy N. Soja, Susan Carey & Elizabeth S. Spelke - 1993 - In Alvin Goldman (ed.), Readings in Philosophy and Cognitive Science. Cambridge: MIT Press.
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  48. Nancy N. Soja.Susan Carey & Elizabeth S. Spelke - 1992 - Cognition 45:101-107.
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  49. The Emergence of Kind Concepts: A Rejoinder To.Fei Xu & Susan Carey - 2000 - Cognition 74 (3):285-301.
     
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  50.  18
    The Making of an Abstract Concept: Natural Number.Susan Carey - 2010 - In Denis Mareschal, Paul Quinn & Stephen E. G. Lea (eds.), The Making of Human Concepts. Oxford University Press. pp. 265.
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