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  • Cited by 2
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    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Hutto, Daniel D. Kirchhoff, Michael D. and Abrahamson, Dor 2015. The Enactive Roots of STEM: Rethinking Educational Design in Mathematics. Educational Psychology Review, Vol. 27, Issue. 3, p. 371.


    CAREY, SUSAN 2014. On Learning New Primitives in the Language of Thought: Reply to Rey. Mind & Language, Vol. 29, Issue. 2, p. 133.


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Acquiring a new concept is not explicable-by-content

  • Nicholas Shea (a1)
  • DOI: http://dx.doi.org/10.1017/S0140525X10002219
  • Published online: 19 May 2011
Abstract
Abstract

Carey's book describes many cases in which children develop new concepts with expressive power that could not be constructed out of their input. How does she side-step Fodor's paradox of radical concept nativism? I suggest that it is by rejecting the tacit assumption that psychology can only explain concept acquisition when it occurs by rational inference or other transitions that are explicable-by-content.

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S. Carey (2009) The origin of concepts. Oxford University Press.

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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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