Notes
Names of concepts are written in small caps.
I also use these criteria to argue against hybrid theories of concepts, which hold that concepts have parts that store different kinds of information and that tend to be used in distinct processes.
References
Ashby, F. G., & Maddox, W. T. (2004). Human category learning. Annual Review of Psychology, 56, 149–178.
Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577–660.
Churchland, P. M. (1981). Eliminative materialism and the propositional attitudes. Journal of Philosophy, 78, 67–90.
Dove, G. (2009). Beyond perceptual symbols: A call for representational pluralism. Cognition, 110, 412–431.
Edwards, K. (2009). What concepts do. Synthese, 170, 289–310.
Fodor, J. A. (1998). Concepts, where cognitive science went wrong. New York: Oxford University Press.
Fodor, J. A. (2003). Is it a bird? Problems with old and new approaches to the theory of concepts. TLS, 17 January 2003, 3–4.
Fodor, J. A. (2008). LOT 2: The language of thought revisited. Oxford: Oxford University Press.
Gallese, V., & Lakoff, G. (2005). The brain’s concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 21, 455–479.
Gopnik, A. (2003). The theory as an alternative to the innateness hypothesis. In L. Antony & N. Hornstein (Eds.), Chomsky and his critics. Oxford: Blackwell.
Gopnik, A., Glymour, C., Sobel, D., Schulz, L., Kushnir, T., & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111, 1–31.
Hampton, J. A. (1979). Polymorphous concepts in semantic memory. Journal of Verbal Learning and Verbal Behavior, 18, 441–461.
Hampton, J. A. (2006). Concepts as prototypes. In B. H. Ross (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 46, pp. 79–113). New York: Academic Press.
Laurence, S., & Margolis, E. (1999). Concepts and cognitive science. In E. Margolis & S. Laurence (Eds.), Concepts, core readings (pp. 3–82). Cambridge, MA: MIT Press.
Machery, E. (2005). Concepts are not a natural kind. Philosophy of Science, 72, 444–467.
Machery, E. (2006a). Two dogmas of neo-empiricism. Philosophy Compass, 1, 398–412.
Machery, E. (2006b). How to split concepts. Reply to Piccinini and Scott. Philosophy of Science, 73, 410–418.
Machery, E. (2007). Concept empiricism: A methodological critique. Cognition, 104, 19–46.
Machery, E. (2009). Doing without concepts. New York: Oxford University Press.
Mahon, B. Z., & Caramazza, A. (2008). A critical look at the embodied cognition hypothesis and a new proposal for grounding conceptual content. Journal of Physiology–Paris, 102, 59–70.
Mahon, B. Z., & Caramazza, A. (2009). Concepts and categories: A cognitive neuropsychological perspective. Annual Review of Psychology, 60, 27–51.
Mallon, R., Machery, E., Nichols, S., & Stich, S. P. (2009). Against arguments from reference. Philosophy and Phenomenological Research, 79, 332–356.
Margolis, E. (1994). A reassessment of the shift from the classical theory of concepts to prototype theory. Cognition, 51, 73–89.
Margolis, E. (1995). The significance of the theory analogy in the psychological study of concepts. Mind and Language, 10, 45–71.
Margolis, E., & Laurence, S. (2006). Concepts. Stanford Encyclopedia of Philosophy. Available at http://plato.stanford.edu/entries/concepts/.
Martin, A. (2007). The representation of object concepts in the brain. Annual Review of Psychology, 58, 25–45.
Medin, D. L., & Schaffer, M. M. (1978). Context theory of classification learning. Psychological Review, 85, 207–238.
Murphy, G. L. (2002). The big book of concepts. Cambridge, MA: MIT Press.
Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289–316.
Nosofsky, R. M. (1992). Exemplar-based approach to relating categorization, identification, and recognition. In F. G. Ashby (Ed.), Multidimensional models of perception and cognition (pp. 363–393). Hillsdale, NJ: Lawrence Erlbaum Associates.
Peacocke, C. (1992). A study of concepts. Cambridge, MA: MIT Press.
Peacocke, C. (2008). Truly understood. New York: Oxford University Press.
Piccinini, G., & Scott, S. (2006). Splitting concepts. Philosophy of Science, 73, 390–409.
Prinz, J. J. (2002). Furnishing the mind: Concepts and their perceptual basis. Cambridge, MA: MIT Press.
Putnam, H. (1975). The meaning of “meaning”. In H. Putnam (Ed.), Philosophical papers, Vol. 2: Mind, language, and reality (pp. 215–271). New York: Cambridge University Press.
Quine, W. V. O. (1969). Natural kinds. In W. V. O. Quine (Ed.), Ontological relativity and other essays (pp. 114–138). New York: Columbia University Press.
Rey, G. (1983). Concepts and stereotypes. Cognition, 15, 237–262.
Rey, G. (2009). Review of E. Machery, Doing without Concepts. Notre Dame Philosophical Reviews.
Rips, L. J. (1989). Similarity, typicality, and categorization. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 21–59). Cambridge: Cambridge University Press.
Rosch, E., & Mervis, C. B. (1975). Family resemblance: Studies in the internal structure of categories. Cognitive Psychology, 7, 573–605.
Russell, B. (1948). Human knowledge: Its scope and its limits. London: Routledge.
Stich, S. P. (1983). From folk psychology to cognitive science. Cambridge, MA: MIT Press.
Stich, S. P. (1996). Deconstructing the mind. Oxford: Oxford University Press.
Tenenbaum, J. B., Griffiths, T. L., & Niyogi, S. (2007). Intuitive theories as grammars for causal inference. In A. Gopnik & L. Schulz (Eds.), Causal learning: Psychology, philosophy, and computation (pp. 301–322). New York: Oxford University Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Machery, E. Précis of Doing without Concepts . Philos Stud 149, 401–410 (2010). https://doi.org/10.1007/s11098-010-9527-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11098-010-9527-y