Hostname: page-component-7b7567c8c-wxvwp Total loading time: 0 Render date: 2026-11-14T11:59:07.984Z Has data issue: false hasContentIssue false
  • English
  • Français

Do Your Concepts Develop?*

Published online by Cambridge University Press:  08 January 2010

Andrew Woodfield
Get accessRights & Permissions [Opens in a new window]

Extract

‘Psychological structures may be shown to grow and differentiate throughout life. Correspondingly, the brain has a much more lengthy and involved development than any other mechanism of the body. We know little yet of how this uniquely complex process is determined, but it is certain that the principles of embryogenesis apply in all growth, including psychological growth, and not just to the morphogenesis of the body of the embryo.’

Information

Type
Papers
Information
Royal Institute of Philosophy Supplements , Volume 34 , March 1993, pp. 41 - 67
Copyright
Copyright © The Royal Institute of Philosophy and the contributors 1993

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Brennan, A. 1988. Conditions of Identity. Oxford: Clarendon Press.Google Scholar
Carey, S. 1985. Conceptual Change in Childhood. Cambridge, MA: MIT Press.Google Scholar
Carey, S. 1988. ‘Conceptual differences between children and adults’, Mind and Language, 3, 3, 167–181.CrossRefGoogle Scholar
Carterette, E.C. and Friedman, M. P. 1973. (eds.) Handbook of Perception. Vol III: Biology of Perceptual Systems. New York and London: Academic Press.Google Scholar
Devitt, M. and Sterelny, K. 1987. Language and Reality. Oxford: Blackwell.Google Scholar
Dretske, F. 1981. Knowledge and the Flow of Information. Oxford: Blackwell.Google Scholar
Dretske, F. 1988. Explaining Behavior: Reasons in a World of Causes. Cambridge, MA: MIT Press.Google Scholar
Fodor, J. A. 1980. ‘Fixation of belief and concept acquisition' (and ensuing discussion), in M. Piattelli-Palmarini (1980), pp. 143–158.Google Scholar
Fodor, J. A. 1981. ‘The present status of the innateness controversy’, in Representations ch. 10, pp. 257–316. Brighton: Harvester Press.Google Scholar
Fodor, J. 1988. Psychosemantics. Cambridge, MA: MIT Press.Google Scholar
Gould, J. L. & Marler, P. 1987. ‘Learning by instinct’, Scientific American, 256, 74–85CrossRefGoogle Scholar
Keil, F. C. 1989. Concepts, Kinds and Cognitive Development. Cambridge MA: MIT Press.Google Scholar
Macnamara, J. 1986. A Border Dispute: The Place of Logic in Psychology. Cambridge, MA: MIT Press.Google Scholar
McShane, J. 1991. Cognitive Development: An Information Processing Approach. Oxford: Blackwell.Google Scholar
Millikan, R. 1984. Language, Thought, and Other Biological Categories. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Papineau, D. 1987. Reality and Representation. Oxford: Blackwell.Google Scholar
Peacocke, C. 1989. Transcendental Arguments in the Theory of Content. Oxford: Oxford University Press.Google Scholar
Piaget, J. 1973. Autobiography, in Evans, R. I. (ed.) yean Piaget, the Man and his Ideas. New York: Dutton.Google Scholar
Piattelli-Palmarini, M. 1980 (ed.) Language and Learning. London and Henley: Routledge and Kegan Paul.Google Scholar
Putnam, H. 1975. ‘The meaning of "meaning"’, in Mind, Language, and Reality (Philosophical Papers vol. II). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Rey, G. 1992. ‘Semantic externalism and conceptual competence’, Proceedings of the Aristotelian Society, XCII, 3, 315–333.CrossRefGoogle Scholar
Seyfarth, R., Cheney, D. L. and Marler, P. 1980. ‘Monkey responses to three different alarm calls: Evidence of predator classification and semantic communication’, Science, 210, 801–803.CrossRefGoogle ScholarPubMed
Smith, C, Carey, S. and Wiser, M. 1985. ‘On differentiation: A case study of the development of the concepts of size, weight, and density’, Cognition, 21, 177–237.CrossRefGoogle ScholarPubMed
Sober, E. 1984. The Nature of Selection. Cambridge, MA: MIT Press.Google Scholar
Spelke, E. 1988. ‘The origins of physical knowledge’, in Weiskrantz, L. (ed.) Thought Without Language. Oxford: Clarendon Press.Google Scholar
Sterelny, K. 1990. The Representational Theory of Mind Oxford: Blackwell.Google Scholar
Stich, S. P. 1992. ‘What is a theory of mental representation?’, Mind, 101, 402, 243–261.CrossRefGoogle Scholar
Trevarthen, C. B. 1973. ‘Behavioral embryology’, in Carterette and Friedman (1973), chapter 5, pp. 89–117.Google Scholar
Waddington, C. 1966. Principles of Development and Differentiation. London: Collier-MacMillan.Google Scholar
Wiggins, D. 1980. Sameness and Substance. Oxford: Blackwell.Google Scholar
Woodfield, A. 1976. Teleology. Cambridge: Cambridge University Press.Google Scholar
Woodfield, A. 1987. ‘On the very idea of acquiring a concept’, in Russell, J. (ed.) Philosophical Perspectives on Developmental Psychology, pp. 17–30. Oxford: Blackwell.Google Scholar
Woodfield, A. 1991. ‘Conceptions’, in Mind and Content, Mind, C, 4, 547–572.Google Scholar
Woodfield, A. 1992. ‘Un modèle à déux etapes de la formation des concepts’, in Andler, Daniel (ed.) Introduction aux sciences cognitives, pp. 273–290. Paris: Gallimard.Google Scholar
Woodger, J. H. 1929. Biological Principles. London: Kegan Paul, Trench, Trubner.Google Scholar