Concepts, Kinds, and Cognitive Development

By Frank C. Keil. 1989

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The Next Decade in AI: Four Steps Towards Robust Artificial Intelligence (2020, background): “Consider what happens for example if, following classic experiments by Frank Keil (Keil, 1992)], you pit perceptual features against deeper conceptual understanding: If you put a costume on a raccoon to make it look a skunk, it will be a skunk.”
THE DEVELOPMENT OF OBJECT CATEGORIZATION IN YOUNG CHILDREN: HIERARCHICAL INCLUSIVENESS, AGE, PERCEPTUAL ATTRIBUTE, AND GROUP VERSUS INDIVIDUAL ANALYSES (2010, background): “One key characteristic of acquiring knowledge in a domain is the ability to make finer differentiations among initially broad conceptions (E. J. Gibson, 1969; Keil, 1989; Mandler, 1992).”
A theory of causal learning in children: causal maps and Bayes nets. (2004, neutral): “…of the theory theory : the idea that children have intuitive theories of the world, analogous to scientific theories, and that these theories change in ways that are similar to scientific theory change (Carey, 1985; Gopnik, 1988; Gopnik & Meltzoff, 1997; Keil, 1989; Perner, 1991; Wellman, 1990 .”
How to build a baby: II. Conceptual primitives. (1992, background): “1 This view of concepts as ideas about kinds emphasizes their theoretical nature (Carey, 1985; Keil, 1989; Medin & Wattemaaker, 1987), as opposed to a view of concepts as distributions of features or properties.”
The Innate Mind: Structure and Contents (2005, background): “This assumption might also contribute to domain differences, given the richer property clusters for natural kinds versus simple artifacts (Boyd, 1999; Gelman, 1988; Keil, 1989; Kornblith, 1993).”
Models of Semantic Memory (2015, background): “The general (and somewhat controversial) conclusion that Rogers and McClelland draw from their study of this model is that a number of properties of the semantic system, such as the taxonomic structure of categories (Bower, 1970) and role of causal knowledge in semantic reasoning (Keil, 1989), can b”
Explanation and categorization: how "why?" informs "what?". (2009, background): “Murphy and Medin (1985) proposed that concepts are coherent by virtue of the theories in which they are embedded, where theories are ‘‘any of a host of mental ‘explanations’” (see also Carey, 1985; Gopnik & Meltzoff, 1997; Keil, 1989; Rips, 1989).”
Artifacts are not ascribed essences, nor are they treated as belonging to kinds (2003, background): “So, one essentialist view is that, by virtue of its causal centrality, the intended function of an artifact is treated as its essence (Ahn et al., 2001; Keil, 1989; Rips, 1989).”
A Bayesian framework for concept learning (1999, background): “…is more often embraced by researchers studying natural concepts (Murphy &Medin, 1985), cognitive development (Fodor, 1975; Carey, 1985; Keil, 1989; Mark-man, 1989; Spelke, 1995), and language acquisition (Chomsky, 1986; Pinker, 1995),where the raw data appear far more impoverished…”