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  • Cited by 15
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    This chapter has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Haig, Brian D. 2018. Method Matters in Psychology. Vol. 45, Issue. , p. 109.

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    Kupferberg, Feiwel 2017. Transformative agency as social construction: Overcoming knowledge constraints in science, art and technology. Social Science Information, Vol. 56, Issue. 3, p. 454.

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    Vlerick, Michael 2014. ‘Biologising’ Putnam: saving the realism in internal realism. South African Journal of Philosophy, Vol. 33, Issue. 3, p. 271.

    Bullot, Nicolas J. and Reber, Rolf 2013. The artful mind meets art history: Toward a psycho-historical framework for the science of art appreciation. Behavioral and Brain Sciences, Vol. 36, Issue. 02, p. 123.

    HALES, COLIN 2011. ON THE STATUS OF COMPUTATIONALISM AS A LAW OF NATURE. International Journal of Machine Consciousness, Vol. 03, Issue. 01, p. 55.

    Gooding, David C. 2010. Visualizing Scientific Inference. Topics in Cognitive Science, Vol. 2, Issue. 1, p. 15.

    Yamaguchi, Mariko Kuhlmeier, Valerie A. Wynn, Karen and vanMarle, Kristy 2009. Continuity in social cognition from infancy to childhood. Developmental Science, Vol. 12, Issue. 5, p. 746.

    Gibson, Diana and Oosthuysen, Estelle 2009. Title: betweenN!a†xamandtibi. A case study of tuberculosis and the Ju/'hoansi in the Tsumkwe region, Namibia. Anthropology Southern Africa, Vol. 32, Issue. 1-2, p. 27.

    Vertue, Frances M. and Haig, Brian D. 2008. An abductive perspective on clinical reasoning and case formulation. Journal of Clinical Psychology, Vol. 64, Issue. 9, p. 1046.

    TURNBULL, DAVID 2007. Maps Narratives and Trails: Performativity, Hodology and Distributed Knowledges in Complex Adaptive Systems ? an Approach to Emergent Mapping. Geographical Research, Vol. 45, Issue. 2, p. 140.

    Moran, Seana and Gardner, Howard 2007. Handbook of Child Psychology.

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  • Print publication year: 2002
  • Online publication date: November 2009

4 - The roots of scientific reasoning: infancy, modularity and the art of tracking

Summary

This chapter examines the extent to which there are continuities between the cognitive processes and epistemic practices engaged in by human hunter – gatherers, on the one hand, and those which are distinctive of science, on the other. It deploys anthropological evidence against any form of ‘no-continuity’ view, drawing especially on the cognitive skills involved in the art of tracking. It also argues against the ‘child-as-scientist’ accounts put forward by some developmental psychologists, which imply that scientific thinking is present in early infancy and universal among humans who have sufficient time and resources to devote to it. In contrast, a modularist kind of ‘continuity’ account is proposed, according to which the innately channelled architecture of human cognition provides all the materials necessary for basic forms of scientific reasoning in older children and adults, needing only the appropriate sorts of external support, social context and background beliefs and skills in order for science to begin its advance.

Introduction

It needs no emphasis that there has been a staggering and explosive increase in scientific knowledge, together with associated technological ability, over the last five centuries. But to what extent has this depended upon extrinsic cultural – economic factors, and to what extent upon intrinsic cognitive ones? Undoubtedly changes of both kinds have taken place, and have played a significant role. The invention of the printing press, and the existence of a class of moneyed gentlemen with time to devote to systematic scholarship and scientific enquiry were surely important; as were new inferential practices – both mathematical, and those distinctive of the experimental method.

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The Cognitive Basis of Science
  • Online ISBN: 9780511613517
  • Book DOI: https://doi.org/10.1017/CBO9780511613517
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