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Related Concept Videos

The Nativist Approach01:21

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...
Concepts and Prototypes01:24

Concepts and Prototypes

The human nervous system handles vast amounts of information by translating sensory stimuli into neural impulses, which the brain processes, creating thoughts expressed through language or stored as memories. The brain also synthesizes information from emotions and memories, which significantly influence thoughts and behaviors. This intricate process creates a comprehensive mental picture.
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
Understanding Self-Concept01:20

Understanding Self-Concept

The self-concept encompasses individuals' beliefs about themselves, structured through cognitive frameworks known as self-schemas. These schemas function as mental representations of specific traits or behaviors, influencing how self-relevant information is perceived, processed, and remembered. For example, individuals who are schematic for body weight are more likely to interpret routine experiences—such as dining out or shopping—through the lens of that trait. Conversely, those aschematic for...
Natural and Artificial Concepts01:24

Natural and Artificial Concepts

In psychology, concepts can be divided into two categories: natural and artificial. Natural concepts are formed through direct or indirect experiences. For example, consider the concept of snow. If you live in a place with regular snowfall, such as Essex Junction, Vermont, you know snow through direct experiences. You’ve seen it fall, touched it, shoveled it, and played in it. You recognize its texture, appearance, and even its smell. In contrast, if you live on an island like Saint Vincent in...
Bootstrapping01:24

Bootstrapping

The term "bootstrap" originated in the 19th century as a metaphor for self-improvement or achieving something independently, without external assistance. This concept extends to statistical bootstrapping, a self-contained method for estimating population parameters through resampling, even though it can be computationally intensive. Developed by the American statistician Dr. Bradley Efron in 1979, bootstrapping provides a robust way to perform inference when the original sample size is small or...
Introduction to Learning01:18

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...

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Related Experiment Video

Updated: May 15, 2026

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

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Published on: April 19, 2017

Concept Innateness, Concept Continuity, and Bootstrapping.

Susan Carey1

  • 1Harvard University.

The Behavioral and Brain Sciences
|December 25, 2012
PubMed
Summary
This summary is machine-generated.

This study addresses key debates in the theory of concepts, examining innate representational primitives and conceptual development. It explores the role of discontinuity in knowledge acquisition and critiques Quinian bootstrapping and dual factor theories.

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Area of Science:

  • Philosophy of Mind
  • Cognitive Science
  • Developmental Psychology

Background:

  • The Origin of Concepts (TOOC) proposes three main theses regarding innate representational primitives and conceptual development.
  • Commentaries on TOOC raise significant questions about the existence, richness, and conceptual status of these primitives.
  • Debates also surround the role and frequency of conceptual discontinuity in knowledge acquisition.

Purpose of the Study:

  • To address and respond to critical commentaries on the core theses presented in The Origin of Concepts (TOOC).
  • To clarify the nature of innate representational primitives and their relationship to concepts.
  • To refine the understanding of conceptual development, including discontinuity and bootstrapping mechanisms.

Main Methods:

  • Philosophical analysis and argumentation.
  • Engagement with critical commentaries on established theories.
  • Theoretical refinement of concepts in cognitive science.

Main Results:

  • Commentaries challenge the existence and characteristics of innate representational primitives.
  • Discussions highlight differing views on the prevalence of conceptual discontinuity.
  • Critiques are raised concerning the characterization of Quinian bootstrapping and dual factor theories.

Conclusions:

  • The commentaries necessitate a deeper examination of innate primitives and their conceptual status.
  • Further research is needed to fully understand the dynamics of conceptual discontinuity in learning.
  • Revisions to theories of conceptual development, including bootstrapping, may be required based on these critiques.