The Cognitive Basis of Science concerns the question `What makes science possible?' Specifically, what features of the human mind and of human culture...
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Résumé
The Cognitive Basis of Science concerns the question `What makes science possible?' Specifically, what features of the human mind and of human culture and cognitive development permit and facilitate the conduct of science? The essays in this volume address these questions, which are inherently interdisciplinary, requiring co-operation between philosophers, psychologists, and others in the social and cognitive sciences. They concern the cognitive, social, and motivational underpinnings of scientific reasoning in children and lay persons as well as in professional scientists. The editors' introduction lays out the background to the debates, and the volume includes a consolidated bibliography that will be a valuable reference resource for all those interested in this area. The volume will be of great importance to all researchers and students interested in the philosophy or psychology of scientific reasoning, as well as those, more generally, who are interested in the nature of the human mind.
Sommaire
Introduction: what makes science possible?
SCIENCE AND INNATENESS
Human evolution and the cognitive basis of science
Modular and cultural factors in biological understanding: an experimental approach to the cognitive basis of science
The roots of scientific reasoning: infancy, modularity and the art of tracking
SCIENCE AND COGNITION
Science without grammar: scientific reasoning in severe agrammatic aphasia
Causal maps and Bayes nets: a cognitive and computational account of theory-formation
The cognitive basis of model-based reasoning in science
Understanding the role of cognition in science: the Science as Category framework
Theorizing is important, and collateral information constrains how well it is done
The influence of prior belief on scientific thinking
Thinking about causality: pragmatic, social and scientific rationality
SCIENCE AND MOTIVATION
The passionate scientist: emotion in scientific cognition
Emotions and epistemic evaluations
Social psychology and the theory of science
SCIENCE AND THE SOCIAL
Scientific cognition as distributed cognition
The science of childhood
What do children learn from testimony?
The baby in the lab-coat: why child development is not an adequate model for understanding the development of science