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Beyond Core Object Cognition

Susan Carey

in The Origin of Concepts

Published in print:
2009
Published Online:
September 2009
ISBN:
9780195367638
eISBN:
9780199867349
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195367638.003.0010
Subject:
Psychology, Cognitive Psychology, Developmental Psychology

This chapter considers a type of knowledge structure that is different in many ways from mathematical representations: intuitive theories. It begins with an analysis of local incommensurability from ... More


The Process of Conceptual Change

Susan Carey

in The Origin of Concepts

Published in print:
2009
Published Online:
September 2009
ISBN:
9780195367638
eISBN:
9780199867349
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195367638.003.0011
Subject:
Psychology, Cognitive Psychology, Developmental Psychology

This chapter argues that Quinian bootstrapping underlies conceptual change, illustrating with examples drawn from conceptual change in the history of science as well as from conceptual change in ... More


Conclusion I: The Origins of Concepts

Susan Carey

in The Origin of Concepts

Published in print:
2009
Published Online:
September 2009
ISBN:
9780195367638
eISBN:
9780199867349
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195367638.003.0012
Subject:
Psychology, Cognitive Psychology, Developmental Psychology

This chapter summarizes the main points from the preceding chapters. It provides an overview of the argument and a road map through it. It argues that distinguishing theory changes that involve ... More


Conclusion

Edouard Machery

in Doing without Concepts

Published in print:
2009
Published Online:
May 2009
ISBN:
9780195306880
eISBN:
9780199867950
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195306880.003.0010
Subject:
Philosophy, Philosophy of Mind

The Conclusion summarizes the book's main arguments. This book has argued that, conceptual change is an essential component of scientific progress but what is known about the psychology of concepts ... More


Model-Based Instruction: Fostering Change in Evolutionary Conceptions and in Epistemic Practices

Clark A. Chinn and Luke A. Buckland

in Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution

Published in print:
2012
Published Online:
September 2012
ISBN:
9780199730421
eISBN:
9780199949557
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199730421.003.0010
Subject:
Psychology, Developmental Psychology, Cognitive Psychology

Conceptual change in the domain of evolution requires two simultaneous changes: changes in students’ theoretical conceptions (i.e., developing a proper understanding of evolutionary models) and ... More


Machiavelli and Moral Change

Terence Ball

in Reappraising Political Theory: Revisionist Studies in the History of Political Thought

Published in print:
1994
Published Online:
November 2003
ISBN:
9780198279952
eISBN:
9780191598753
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/0198279957.003.0003
Subject:
Political Science, Political Theory

Machiavelli's conception of princely virtue—virtù—is entirely consistent with the brutal precepts and practices prescribed in The Prince, and for which his own and succeeding generations have roundly ... More


Challenges and Opportunities for Teaching and Designing Effective K–12 Evolution Curricula: Fostering Change in Evolutionary Conceptions and in Epistemic Practices

Paul M. Beardsley, Mark V. Bloom, and Sarah B. Wise

in Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution

Published in print:
2012
Published Online:
September 2012
ISBN:
9780199730421
eISBN:
9780199949557
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199730421.003.0013
Subject:
Psychology, Developmental Psychology, Cognitive Psychology

This chapter summarizes studies (up to 2009) on approaches to teaching evolution that provide evidence of effectiveness for teaching about evolution. Few studies exist at the elementary and middle ... More


Why Don't Undergraduates Really “Get” Evolution? What Can Faculty Do?

Craig E. Nelson

in Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution

Published in print:
2012
Published Online:
September 2012
ISBN:
9780199730421
eISBN:
9780199949557
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199730421.003.0014
Subject:
Psychology, Developmental Psychology, Cognitive Psychology

Scientists frequently attribute public misunderstanding of evolution to religious or political influences. Ineffective undergraduate teaching has also contributed. Faculty often ignored strong ... More


An Intentional Approach to Teaching Evolution: Making Students Aware of the Factors Influencing Learning of Microevolution and Macroevolution

Sherry A. Southerland and Louis S. Nadelson

in Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution

Published in print:
2012
Published Online:
September 2012
ISBN:
9780199730421
eISBN:
9780199949557
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199730421.003.0015
Subject:
Psychology, Developmental Psychology, Cognitive Psychology

Evolution education has been hampered by two conditions. The first is the perception that there is no need to understand anything beyond the short-term processes of evolution (microevolution) to be a ... More


Induction, Evidence, and Conceptual Change

Keith Lehrer

in Metamind

Published in print:
1990
Published Online:
October 2011
ISBN:
9780198248507
eISBN:
9780191681141
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780198248507.003.0006
Subject:
Philosophy, Metaphysics/Epistemology, Philosophy of Mind

Induction proceeds from the certain to the uncertain, or so it is commonplace to say. On the contrary, induction is inference from uncertain evidence to uncertain conclusions. This conception of ... More


Werktreue: Confirmation and Challenge in Contemporary Movements

Lydia Goehr

in The Imaginary Museum of Musical Works: An Essay in the Philosophy of Music

Published in print:
1994
Published Online:
November 2003
ISBN:
9780198235415
eISBN:
9780191597503
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/0198235410.003.0010
Subject:
Philosophy, Aesthetics

Investigates the force of the Werktreue ideal in various parts of musical practice––in the practices of jazz and the avant‐garde, and in early performance practice; it offers a reading specifically ... More


Education: Teaching and Conceptual Change

Paul Thagard

in Mind-Society: From Brains to Social Sciences and Professions

Published in print:
2019
Published Online:
March 2019
ISBN:
9780190678722
eISBN:
9780190686420
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/oso/9780190678722.003.0012
Subject:
Psychology, Cognitive Models and Architectures

Semantic pointers provide new insights into learning by specifying what kinds of representations need to be developed in the brains of learners who are acquiring complex information. Some of this ... More


Kids, appearance, and reality

Michael Siegal

in Marvelous Minds: The discovery of what children know

Published in print:
2010
Published Online:
March 2012
ISBN:
9780199582884
eISBN:
9780191702358
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199582884.003.0001
Subject:
Psychology, Developmental Psychology

If children's development is not necessarily restricted by conceptual limitations or a one-sidedness of their understanding in the manner proposed by Piaget, and they do have knowledge of the ... More


Conclusion: Pure Mathematics

Christopher Pincock

in Mathematics and Scientific Representation

Published in print:
2012
Published Online:
May 2012
ISBN:
9780199757107
eISBN:
9780199932313
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199757107.003.0014
Subject:
Philosophy, Philosophy of Science

This final chapter reviews some of the key claims of the book and considers their significance for the interpretation and epistemology of pure mathematics. Building on some of the points from chapter ... More


Introduction: Reinventing liberal ideology

Rachel S. Turner

in Neo-Liberal Ideology: History, Concepts and Policies

Published in print:
2008
Published Online:
March 2012
ISBN:
9780748632688
eISBN:
9780748652792
Item type:
chapter
Publisher:
Edinburgh University Press
DOI:
10.3366/edinburgh/9780748632688.003.0001
Subject:
Political Science, Political Theory

This chapter notes that it is apparent that neo-liberalism constitutes a complex set of thought practices. These thought practices can be analysed in three interconnected ways. First, they can be ... More


Nihilism and Revisionism

Manuel Vargas

in Building Better Beings: A Theory of Moral Responsibility

Published in print:
2013
Published Online:
January 2013
ISBN:
9780199697540
eISBN:
9780191748851
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199697540.003.0004
Subject:
Philosophy, Moral Philosophy, Metaphysics/Epistemology

This chapter considers what options remain once libertarianism is found wanting as a theory of free will. The chapter argues that responsibility nihilism, or a view that holds that there is no moral ... More


Conceptual Change: Where Domain-Specific Learning Mechanisms Meet Domain-General Cognitive Resources

Deborah Zaitchik, Gregg E. A. Solomon, Nathan Tardiff, and Igor Bascandziev

in Core Knowledge and Conceptual Change

Published in print:
2016
Published Online:
August 2016
ISBN:
9780190467630
eISBN:
9780190611965
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780190467630.003.0005
Subject:
Psychology, Cognitive Psychology

This chapter describes two cases of conceptual change in childhood in which domain-general executive function (EF) mechanisms—working memory, set-shifting, and inhibition—predict performance. Is it ... More


Core Knowledge and Conceptual Change

David Barner and Andrew Scott Baron (eds)

Published in print:
2016
Published Online:
August 2016
ISBN:
9780190467630
eISBN:
9780190611965
Item type:
book
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780190467630.001.0001
Subject:
Psychology, Cognitive Psychology

Only humans learn concepts like atom, integer, and democracy. But by all appearances, these abstract ideas are not present in the initial human state when babies are born. Other concepts like object, ... More


Bundles of Contradiction: A Coexistence View of Conceptual Change

Andrew Shtulman and Tania Lombrozo

in Core Knowledge and Conceptual Change

Published in print:
2016
Published Online:
August 2016
ISBN:
9780190467630
eISBN:
9780190611965
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780190467630.003.0004
Subject:
Psychology, Cognitive Psychology

Natural phenomena, such as illness or adaptation, can be explained in many ways. Typically, this many-to-one mapping between explanations and the phenomena they explain is construed as a source of ... More


4 4 The Post-classical Evolution of Hindu Law and its Colonial Distortions

Menski Werner

in Hindu Law: Beyond Tradition and Modernity

Published in print:
2009
Published Online:
October 2012
ISBN:
9780195699210
eISBN:
9780199080298
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195699210.003.0004
Subject:
Law, Family Law

This chapter discusses an examination of the periods of Hindu law. It follows the late classical stage and the medieval ages. It also presents a postmodern analysis that aims to determine how the ... More


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