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The Theory-Theory of concepts is a view of how concepts are structured, acquired, and deployed.

Concepts, as they will be understood here, are mental representations that are implicated in many of our higher thought processes, including various forms Locally Food reasoning and inference, categorization, planning and decision making, and constructing and testing explanations. The view states that concepts are organized within and around theories, that acquiring a concept involves learning such a theory, and that deploying a concept in a cognitive task involves theoretical reasoning, especially of a causal-explanatory sort. The Theory-Theory of concepts, however, goes beyond the mere claim that we possess such theories, saying in addition that The Hypothesis Of Cognitive And Literacy Tests or all of our concepts are constituted by their essential connections with these theories.

The origins of the Theory-Theory involve several converging lines of investigation. While the theory has often been vaguely formulated, due in large part to the open-endedness inherent in the central notion of a theory, there are substantial bodies of empirical evidence that underlie the main tenets of the view.

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In particular, the Theory-Theory has been responsible for largely displacing the notion that cognitive development starts from a simple base of perceptual primitives grouped together by similarity. Rather, it is guided by domain-specific explanatory expectations at many stages, and these expectations can be seen to function in adult reasoning and categorization as well. While strong versions of the Theory-Theory The Hypothesis Of Cognitive And Literacy Tests been subject to numerous objections, these contributions endure and continue to shape what many scholars claim are the best existing models of higher cognition.

Exemplar models were also being developed during this time, but the prototype theory encapsulated many of the views which were the foils against which the Theory-Theory developed its main assumptions. These theories assume that concepts represent statistical information about the categories that they pick out. The concept tree represents the properties that people take to be typical of trees: they have bark, they can grow to be relatively tall, they have green leaves that may change color, they have a certain silhouette, birds often nest in them, they grow potentially edible fruits, and so on. These comprise the tree prototype or stereotype.

This summary is often represented as a list of features that belong to category members. Properties that are more frequently perceived in the instances will be assigned a greater feature weight in the prototype. This process of concept acquisition is often portrayed as a passive one. Similarity computations also explain other phenomena, such as the article source that some objects are better examples of a category than others flamingos and penguins are atypical birds since they lack most of the prototypical bird features.

The prototype theory has several characteristics which made it a fitting target for Theory theorists. First, it suggests that concepts have a basically superficial nature. Often, though not invariably, features in prototypes were assumed to be readily perceivable.

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Prototype theory was thus affiliated more info a certain empiricist bent. This was reinforced by the fact that prototypes are acquired by a simple statistical-associative process akin to that assumed by classical empiricists. Second, prototype theory involved a relatively impoverished account of The Hypothesis Of Cognitive And Literacy Tests development and deployment. Concepts passively adjust themselves to new stimuli, and these stimuli activate stored concepts in virtue of their resemblances, but there is little role for active revision or reflective deployment of these concepts. In the wake of the anti-empiricist backlash that gave rise to contemporary cognitive science, particularly in cognitive-developmental psychology, these assumptions were ripe for questioning.

The Theory-Theory itself has a somewhat complicated origin story, with roots in a number of philosophical and psychological doctrines. One is the reaction against stage theories of cognitive development, particularly Piagetian and Vygotskian theories. Each stage is characterized by The Hypothesis Of Cognitive And Literacy Tests distinctive set of representations and processes.

Similarly, Vygotsky held that children move from a stage of representing categories in terms of sensory images of individual objects, through a stage of creating representations of objectively unified categories, and finally a stage of categories arranged around abstract, logical relationships. Early childhood cognition, in short, involves being perceptually bound. While the empirical basis and explanatory structure of these theories had been challenged before see R. A paradigm shift occurs when counterevidence to a theory has built up beyond a certain threshold and it can no longer be adequately modified in response, consistent with its not becoming intolerably ad hoc. In paradigm shifts, new explanatory notions and models take center stage, and old ones may be pushed to the margins or adopt new roles. New practices and styles of experimentation become central.

These changes are relatively discontinuous compared with the usual gradual accumulation of changes and modifications characteristic of science. A second, connected with this notion of a paradigm source, is the Kuhnian doctrine of incommensurability.]