Javascript Menu by Deluxe-Menu.com
MindPapers is now part of PhilPapers: online research in philosophy, a new service with many more features.
 
 Compiled by David Chalmers (Editor) & David Bourget (Assistant Editor), Australian National University. Submit an entry.
 
   
click here for help on how to search

2.7k. Concepts, Misc (Concepts, Misc on PhilPapers)

Gallese, Vittorio & Lakoff, George, The brain's concepts: The role of the sensory-motor system in conceptual knowledge.   (Google)
Abstract: Concepts are the elementary units of reason and linguistic meaning. They are conventional and relatively stable. As such, they must somehow be the result of neural activity in the brain. The questions are: Where? and How? A common philosophical position is that all concepts—even concepts about action and perception—are symbolic and abstract, and therefore must be implemented outside the brain’s sensory-motor system. We will argue against this position using (1) neuroscientific evidence; (2) results from neural computation; and (3) results about the nature of concepts from cognitive linguistics. We will propose that the sensory-motor system has the right kind of structure to characterise both sensory-motor and more abstract concepts. Central to this picture are the neural theory of language and the theory of cogs, according to which, brain structures in the sensory-motor regions are exploited to characterise the so-called “abstract” concepts that constitute the meanings of grammatical constructions and general inference patterns
Gauker, Christopher (1998). Are there wordlike concepts too? Behavioral and Brain Sciences 21 (1):70-71.   (Google)
Abstract: Millikan proposes that there are mapping functions through which spoken sentences represent reality. Such mappings seem to depend on thoughts that words express and on concepts as components of such thoughts, but such concepts would conflict with Millikan's other claims about concepts and language
Gauker, Christopher (1998). Building Block dilemmas. Behavioral and Brain Sciences 21 (1):26-27.   (Google)
Abstract: Feature-based theories of concept formation face two dilemmas. First, for many natural concepts, it is hard to see how the concepts of the features could be developmentally more basic. Second, concept formation must be guided by “abstraction heuristics,” but these can be neither universal principles of rational thought nor natural conventions
Glock, Hans-Johann (2009). Concepts, conceptual schemes and grammar. Philosophia 37 (4):653-668.   (Google)
Abstract: This paper considers the connection between concepts, conceptual schemes and grammar in Wittgenstein’s last writings. It lists eight claims about concepts that one can garner from these writings. It then focuses on one of them, namely that there is an important difference between conceptual and factual problems and investigations. That claim draws in its wake other claims, all of them revolving around the idea of a conceptual scheme, what Wittgenstein calls a ‘grammar’. I explain why Wittgenstein’s account does not fall prey to Davidson’s animadversions against the idea of a conceptual scheme as a force operating on a pre-conceptual content. In the sequel I deny that the distinction between grammatical and empirical propositions disappears in the last writings: it is neither deliberately abandoned, nor willy-nilly undermined by the admission of hinge propositions in On Certainty or by the role accorded to agreement in judgement
Gross, Steven (2001). Book review. Concepts: Where cognitive science went wrong Jerry Fodor. Mind 110 (438).   (Google)
Lalumera, Elisabetta (2005). A Simple Realist Account of the Normativity of Concepts. Disputatio (19):1-17.   (Google)
Abstract: I argue that a concept is applied correctly when it is applied to the kind
of things it is the concept of. Correctness as successful kind-tracking is
fulfilling an externally and naturalistically individuated standard. And the normative aspect of concept-application so characterized depends on the relational (non-individualistic) feature of conceptual content. I defend this view against two objections. The first is that norms should provide justifications for action, and the second involves a version of the thesis of indeterminacy of reference.
Lalumera, Elisabetta (2009). More than Words. In Kissine De Brabanter (ed.), Utterance Interpretation and Cognitive Models. Emerald.   (Google)
Schellenberg, Susanna (forthcoming). Ontological Minimalism about Phenomenology. Philosophy and Phenomenological Research.   (Google)
Abstract: I develop a view of the common factor between subjectively indistinguishable perceptions and hallucinations that avoids analyzing experiences as involving awareness relations to abstract entities, sense-data, or any other peculiar entities. The main thesis is that hallucinating subjects employ concepts (or analogous nonconceptual structures), namely the very same concepts that in a subjectively indistinguishable perceptual experience are employed as a consequence of being related to external, mind-independent objects or property-instances. Since a hallucinating subject is not related to any such objects or property-instances, the concepts she employs remain unsaturated. I argue that the phenomenology of hallucinations and perceptions can be identified with employing concepts and analogous nonconceptual structures. By doing so, I defend a minimalist view of the phenomenology of experience that (1) satisfies the Aristotelian principle according to which the existence of any type depends on its tokens and (2) amounts to a naturalized view of the phenomenology of experience.
Shea, Nicholas (forthcoming). New concepts can be learned. Biology and Philosophy.   (Google | More links)
Abstract: Many have doubted whether the transition to genuinely new representational resources is susceptible to psychological explanation. In The Origin of Concepts (O.U.P. 2009), Susan Carey makes a strong empirical case for the existence of discontinuities in conceptual development. Carey also offers a plausible psychological explanation of some of these transitions, in particular of the child’s acquisition of the ability to represent natural numbers. The combination amounts to a forceful answer to puzzles about the learnability of new representations