Topics in Cognitive Development

Zoltan JakabLoránd Eötvös University

I. Concepts and concept learningWhat are concepts? What is

their role in cognition?-- categorization-- reference-- thinkingIs 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