We acquire concepts such as "atom," "force," "integer," and
"democracy" long after we are born; these concepts are not part of
the initial cognitive state of human beings. Other concepts like
"object," "cause," or "agent" may be present early in infancy-if
not innately. Processes of change occur throughout our conceptual
development, which prompts two key questions: Which human concepts
constitute innate, core knowledge? How do humans acquire new
concepts, and how do these concepts change in development? Core
Knowledge and Conceptual Change provides a unique theoretical and
empirical introduction to the study of conceptual development,
documenting key advances in case studies, including ground-breaking
science on human representations of language, objects, number,
events, color, space, time, beliefs, and desires. Additionally, it
explores how humans engage in moral reasoning and causal
explanation: Are humans born good and tainted by an imperfect
world, or do we need to teach children to be moral? Could a concept
like "freedom" be woven into the human soul, or is it a historical
invention, constructed over generations of humans? Written by an
eminent list of contributors renowned in child development and
cognitive science, this book delves widely, and deeply, into the
cognitive tools available at birth that are repurposed, combined,
and transformed to complex, abstract adult conceptual
representations, and should be of interest to developmental
psychologists, linguists, philosophers, and students of cognitive
science.
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