Categorisation, causation, and the limits of understanding

Language and Cognitive Processes

Volumn 18, Issue 5-6, 2003, Pages 663-692

  Keil, Frank C ^a  

^a YALE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COGNITION; COMPREHENSION; CORRELATION ANALYSIS; INFORMATION PROCESSING; LEARNING; PRIORITY JOURNAL; REVIEW; TASK PERFORMANCE;

EID: 0242407608     PISSN: 01690965     EISSN: None     Source Type: Journal    
DOI: 10.1080/01690960344000062     Document Type: Review

References (69)

1. Ahn, W., & Kalish, C. (2000). The role of mechanism beliefs in causal reasoning. In F.C. Keil & R.A. Wilson (Eds.), Cognition and explanation (pp. 199-225). Boston: MIT Press.
2. Ahn, W., Kim, N.S., Lassaline, M.E., & Dennis, M.J. (2000). Causal status as a determinant of feature centrality. Cognitive Psychology, 41, 361-416.
3. Barrett, S.E., Abdi, H., Murphy, G.L., & Gallagher, J.M. (1993). Theory-based correlations and their role in children's concepts. Child Development, 64, 1595-1616.
4. Barsalou, L.W. (1983). Ad hoc categories. Memory and Cognition, 11, 211-227.
5. Bloom, P. (1996). Intention, history, and artifact concepts. Cognition, 60, 1-29.
6. Braisby, N.B. (2001). Deference in categorization: Evidence for a division of linguistic labor? Paper presented at the 2001 Congress of the European Society for Philosophy and Psychology, August 8-11, 2001. Fribourg, Switzerland.
7. Braisby, N., Franks, B., & Hampton, J. (1996). Essentialism, word use, and concepts. Cognition, 59, 247-274.
8. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
9. Burge, T. (1979). Individualism and the mental. In P. French (Ed.), Midwest studies in philosophy IV: Studies in metaphysics (Vol. 4, pp. 73-122). Minneapolis: University of Minnesota Press.
10. Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 257-291). Hillsdale, NJ: Lawrence Ertbaum Associates, Inc.
11. di Sessa, A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10, 105-225.
12. Dupre, J. (1981). Natural kinds and biological taxa. Philosophical Review, 90, 66-90.
13. Fischhoff, B. (1982). Debiasing. In D. Kahneman, P. Slovic, & A. Tversky (Eds.) Judgement under uncertainty: Heuristics and biases (pp. 422-444). Cambridge: Cambridge University Press.
14. Fodor, J.A. (1998). Concepts: Where cognitive science went wrong. New York: Oxford University Press.
15. Gärdenfors, P. (in press). Concept modeling, essential properties, and similarity spaces. Behavioral and Brain Sciences.
16. Gelman, S.A. (1999). Essentialism. Retrieved August 1, 2002 from MIT Encyclopedia of the Cognitive Sciences site http://cognet.mit.edu/MITECS/Entry/kornblith.
17. Gelman, S.A. (2003). The essential child. London: Oxford University Press.
18. Gigerenzer, G., Hoffrage, U., & Kleinboelting, H. (1991). Probabilistic mental models: A Brunswikian theory of confidence. Psychological Review, 98, 506-528.
19. Glenberg, A.M., & Epstein, W. (1985). Calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 702-718.
20. Glenberg, A.M., Wilkinson, A.C., & Epstein, W. (1982). The illusion of knowing: Failure in the self-assessment of comprehension. Memory and Cognition, 10, 597-602.
21. Gopnik, A.A., & Wellman, H.M. (1994). The theory theory. In L.A. Hirschfeld & S.A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 257-293). Cambridge: Cambridge University Press.
22. Gould, S.J., & Lewontin, R.C. (1979). The spandrels of San Marco and the Panglossion paradigm: A critique of the adaptationist programme, Proceedings of the Royal Society of London B, 205, 581-598.
23. Hampton, J.A. (2001). The role of similarity in natural categorization. In U. Hahn & M. Ramscar (Eds.), Similarity and categorization. Oxford: Oxford University Press.
24. Harré, R., & Madden, E.H. (1975). Causal powers. Oxford: Blackwell.
25. Hirschfeld, L.A. (1996). Race in the making: Cognition, culture, and the child's construction of human kinds. Boston: MIT Press.
26. Keil, F.C. (1986). The acquisition of natural kind and artifact terms. In W. Demopoulos & A. Marras (Eds.), Language learning and concept acquisition: Foundational issues (pp. 133-153). Norwood, NJ: Ablex.
27. Keil, F.C. (1989). Concepts, kinds, and cognitive development. Cambridge, MA: Bradford Books/MIT Press.
28. Keil, F.C. (1994). Explanation based constraints on the acquisition of word meaning. Lingua, 92, 169-196.
29. Keil, F.C. & Rozenblit, L. (1997). Knowing who knows what. Paper presented at the 1997 meeting of the Psychonomics Society, Philadelphia.
30. Keil, F.C., Smith, C.S., Simons, D.J., & Levin, D.T. (1998). Two dogmas of conceptual empiricism. Cognition, 65, 103-135.
31. Kuhn, T.S. (1977). The essential tension: Selected studies in scientific tradition and change. Chicago, IL: University of Chicago Press.
32. Krueger, J. (1998). Enhancement bias in the description of self and others. Personality and Social Psychology Bulletin, 24, 505-516.
33. Krueger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121-1134.
34. Levin, D.T., Momen, N., Drivdahl, S.B., & Simons, D.J. (2000). Change blindness blindness: The metacognitive error of overestimating change-detection ability. Visual Cognition, 7, 397-412.
35. Lichtenstein, S., & Fischhoff, B. (1977). Do those who know more also know more about how much they know? Organizational Behavior and Human Decision Processes, 20, 159-183.
36. Lin, E.L., & Murphy, G.L. (1997). The effects of background knowledge on object categorization and part detection. Journal of Experimental Psychology: Human Perception and Performance, 23, 1153-1169.
37. Lin, L., & Zabrucky, K.M. (1998). Calibration of comprehension: Research and implications for education and instruction. Contemporary Educational Psychology, 2-3, 345-391.
38. López, A., Atran, S., Coley, J.D., Medin, D.L., & Smith, E.E. (1997). The tree of life: Universal and cultural features of folkbiological taxonomies and inductions. Cognitive Psychology, 32, 251-295.
39. Lutz, D.J., & Keil, F.C. (2002). Early understanding of the division of cognitive labor. Child Development, 73, 1073-1084.
40. Lycan, W.G. (2002). Explanation and epistemology. In Paul Moser (Ed.) The Oxford handbook of epistemology. Oxford: Oxford University Press.
41. 2O. Cognitive Psychology, 27, 41-70.
42. Mandler, J.M., & Johnson, N. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.
43. Medin, D.L. (1989). Concepts and conceptual structure. American Psychologist, 44, 1469-1481.
44. Medin D.L., & Ortony, A. (1989). Psychological essentialism. In S. Vosniadou & A. Artony (Eds.), Similarity and analogical reasoning. Cambridge: Cambridge University Press.
45. Medin, D.L., & Shoben, E.J. (1988). Context and structure in conceptual combination. Cognitive Psychology, 20, 158-190.
46. Mills, C., Skinner, H., Goldenberg, D., & Keil, F. (2001). Thinking you know more than you do: Childrens assessment of their own knowledge and explanations. Poster presented at 2001 Cognitive Development Society Conference, October 26-27. Virginia Beach, VA.
47. Murphy, G.L. (2002). The big book of concepts. Cambridge, MA: MIT Press.
48. Murphy, G.L., & Allopenna, P.D. (1994). The locus of knowledge effects in concept learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 904-919.
49. Murphy, G.L. & Medin, D.L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.
50. Niklas, K.J. (1996). How to build a tree. Natural History, 10-5, 48-52.
51. Paulhus, D.L. (1998). Interpersonal adaptiveness of trait self-enhancement: A mixed blessing? Journal of Personality and Social Psychology, 74, 1197-1208.
52. Prinz, J.J. (2002). Furnishing the mind: Concepts and their perceptual basis. Cambridge, MA: MIT Press.
53. Putnam, H. (1975). The meaning of "meaning". In K. Gunderson (Ed.), Language, mind, and knowledge (Vol. 2, pp. 131-193). Minneapolis: University of Minnesota Press.
54. Rehder, B., & Hastie, R. (2001). Causal knowledge and categories: The effects of causal beliefs on categorization, induction, and similarity. Journal of Experimental Psychology: General, 130, 323-360.
55. Rozenblit, L.R. & Keil, F.C. (2002) The misunderstood limits of folk science: An illusion of explanatory depth, Cognitive Science, 26, 521-562.
56. Santos, L.R., Hauser, M.D., & Spelke, E.S. (2001). The representation of different domains of knowledge in human and non-human primates: Artifactual and food kinds. In M. Beckoff, C. Allen, & G. Burghardt (Eds.) The cognitive animal. Cambridge, MA: MIT Press.
57. Schwartz, S. (1977). Introduction to naming, necessity, and natural kinds. Ithaca, NY: Cornell University Press.
58. Segal, G.M.A. (2000). A slim book about narrow content. Cambridge, MA: Bradford Books/MIT Press.
59. Simon, H.A. (1981). The sciences of the artificial, 2nd edn. Cambridge, MA: MIT Press.
60. Sloman, S.A., Love, B.C., & Ahn, W. (1998). Feature centrality and conceptual coherence. Cognitive Science, 22, 189-228.
61. Sloman, S.A., & Malt, B.C. (this issue). Artifacts are not ascribed essences, nor are they treated as belonging to kinds. Language and Cognitive Processes, 18, 563-582
62. Smith, E.E., & Medin, D.L. (1981). Categories and concepts. Cambridge, MA: Harvard University Press.
63. Taylor, M. (1996). The development of children's beliefs about social and biological aspects of gender differences. Child Development, 67, 1555-1571.
64. Vosniadou, S., & Brewer, W.F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
65. Walker, J. (1979). The amateur scientist. Scientific American, 240, 162-172.
66. Wilson, R.A. (1999). Species: New interdisciplinary essays. Cambridge, MA: MIT Press.
67. Wisniewski, E.J., & Medin, D.L. (1994). On the interaction of theory and data in concept learning. Cognitive Science, 18, 221-281.
68. Yates, J.F., Lee, J.W., & Bush, J.G. (1997). General knowledge overconfidence: Cross-national variations, response style, and "reality". Organizational Behavior and Human Decision Processes, 70, 87-94.
69. Yates, J.F., Lee, J.W., & Shinotsuka, H. (1996). Beliefs about overconfidence, including its cross-national variation. Organizational Behavior and Human Decision Processes, 65, 138-147.