In Concepts, Kinds, and Cognitive Development, Frank Keil develops a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages. Weaving together issues in cognitive development, philosophy, and cognitive psychology, Keil reconciles numerous theories, backed by empirical evidence from nominal-kinds studies, natural-kinds studies, and studies of fundamental categorical distinctions.
Frank Keil is Professor of Psychology at Cornell University and Co-Director of the Cognitive Studies Program at Cornell.
In Concepts, Kinds, and Cognitive Development, Frank Keil develops a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages. Weaving together issues in cognitive development, philosophy, and cognitive psychology, Keil reconciles numerous theories, backed by empirical evidence from nominal-kinds studies, natural-kinds studies, and studies of fundamental categorical distinctions.
Frank Keil is Professor of Psychology at Cornell University and Co-Director of the Cognitive Studies Program at Cornell.
The representation and acquisiton of concepts; some traditional views of conceptual development reconsidered; natural kinds, nominal kinds and artifacts; the development of nominal kind concepts - a preliminary model; nominal kinds and domain specificity; the nature and causes of nominal kind shifts; semantic and conceptual structure and the nominal kind studies; discoveries about natural kinds and artifacts; Transformations on natural kinds and artifacts; property transformations and intercategory distance; the construction of an intuitive theory of biological kinds; escaping the original sim; concepts, theories and development. Appendices: stimuli for characteristic-to-defining shift study; stimuli for nominal kinds and domain specificity study; stimuli for idiosyncratic defining features study; stimuli for nominal kind teaching study; stimuli for first discoveries study; stimuli for first transformations study; stimuli for contrasting property types study.
Keil is arguably the most original thinker in the field of conceptual development. -- James Russell Times Higher Education Supplement The exposition of the empirical studies is admirably clear, and the findings themselves are significant. For linguists interested in concept development and concept representation, and also for philosophers of language who are interested in the causal theory of reference, this book is valuable. -- Paul Saka Language
Frank C. Keil is Professor of Psychology at Yale University.
"Keil is arguably the most original thinker in the field of conceptual development." James Russell , Times Higher Education Supplement "The exposition of the empirical studies is admirably clear, and the findings themselves are significant. For linguists interested in concept development and concept representation, and also for philosophers of language who are interested in the causal theory of reference, this book is valuable." Paul Saka , Language
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