zoltan jakab loránd eötvös university. i. concepts and concept learning what are concepts? what...
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I. Concepts and concept learningWhat are concepts? What is
their role in cognition?-- categorization-- reference-- thinking
Is concept learning possible at all?
Fodor’s paradox(P1. All learning is hypothesis
formation & testing. P2. But you cannot form a hypothesis without already possessing all the required concepts. C. Therefore, for concept learning to occur, you need to possess the concepts you supposedly set out to learn.)
Sounds familiar? Is there a cogent response?
Some objects that are not easy to categorize
‘Venus’
‘Evening Star’
The semantics of non-referring concepts(1) In an episode, Stuart Little
fell into the drain of a kitchen sink. It was terrifying. (True)
(2) Stuart little does not exist. (True)
?! How can a nonexistent creature fall into the drain?
Why are such issues interesting for cognitive psychology?
Referential semantics is assumed by some of the most influential views of cognition:
- Brentano on intentionality- Fodor’s (and others’) theories of
representational content- Symbol grounding (S. Harnad)
Perceptual development(1) The development of perceptual
integration
(2) How does color vision develop?BTW, why do dogs see a white band in
the spectrum?
(3) Vision in the newly sighted: How do those who were born blind and had their vision restored as adults see the world?
Dog
Human
Numerical cognitionSome answers to Fodor’s
puzzle of concept learningDo we learn the concept of
number, or is it innate?Can infants perform simple
arithmetic operations? Can chimps learn to count?
‘~’
‘$’
‘#’
‘@’
‘ß’
‘~’ ‘$’ ‘#’ ‘@’ ‘ß’
Privileged access – who know best what I think?(1) False belief attribution
and further development of mentalization
(2) Transparent epistemic rules:
I think I believe that p I believe that p
Could you think of a counterexample?
The scope and limits of introspection
FreudFodor,Nisbett and WIlson
There is a snowstorm over there
He believes THAT