John Collins

Robert Hanna (Rationality and logic. MIT Press, Cambridge, 2006) articulates and defends the thesis of logical cognitivism, the claim that human logical competence is grounded in a cognitive faculty (in Chomsky’s sense) that is not naturalistically explicable. This position is intended to steer us between the Scylla of logical Platonism and the Charybdis of logical naturalism (/psychologism). The paper argues that Hanna’s interpretation of Chomsky is mistaken. Read aright, Chomsky’s position offers a defensible version of naturalism, one Hanna may accept as far as his version of naturalism goes, although not one that supports the claim that cognitive science offers a place for logic that is somehow outside the natural, contingent order.

In recent years, a number of philosophers have argued against a biological understanding of the innate in favor of a narrowly psychological notion. On the other hand, Ariew ((1996). Innateness and canalization. Philosophy of Science, 63, S19-S27. (1999). Innateness is canalization: in defense of a developmental account of innateness. In V. Hardcastle (Ed.), Where biology meets psychology: Philosophical essays (pp. 117-138). Cambridge, MA: MIT.) has developed a novel substantial account of innateness based on developmental biology: canalization. The governing thought of this paper is that the notion of the innate, as it re-emerged with the work of Chomsky, is a general notion that applies equally to all biological traits. On this basis, the paper recommends canalization as a promising candidate account of the notion of the innate.

Paul Horwich (1998), following a number of others, proposes a schematic compositional format for the specification of the meanings of complex expressions. The format is schematic in the sense that it identifies grammatical schemata that do not presuppose any particular account of primitive word meanings: whatever the nature of meanings, the application of the schemata to them will serve to explain compositionality. This signals, for Horwich, that compositionality is a non-substantive constraint on theories of meaning. Drawing on a range of linguistic data, the present paper argues that while the bare idea of compositionality indeed does not presuppose any account of meaning, Horwich's format is empirically inadequate. The argument here goes back to Chomsky's early position on the descriptive inadequacy of rewrite grammars and the consequent need for transformations. It will also be seen that the data militates for a general claim that meaning relevant structure is projected from words rather than imposed on them schematically. Finally, it will be indicated how this reasoning from syntactic considerations is flush with a more traditional philosophical understanding of compositionality.

My contribution takes up a set of methodological and philosophical issues in linguistics that have recently occupied the work of Devitt and Rey. Devitt construes the theories of generative linguistics as being about an external linguistic reality of utterances, inscriptions, etc.; that is, Devitt rejects the ‘psychologistic’ construal of linguistics. On Rey’s conception, linguistics concerns the mental contents of speaker / hearers; there are no external linguistic items at all. I reject both views. Against Devitt, I argue that the philosophical issues in linguistics should be framed in terms of the theories themselves, not pre-theoretical conceptions front either philosophy or commonsense as to what linguistics is about or what a language is. In this light, I suggest that Devitt’s key arguments (concerning parameter setting, psychological reality, and the role of intuitions) do not make sense of current linguistic inquiry and so do not offer an adequate philosophical basis of that work. To this extent, I agree with Rey. Ourdifferences emerge over the putative role of content in linguistic inquiry and how the concept of computation ought to be understood. Following the lead of Chomsky’s recent philosophical remarks, I argue that a theory of the language faculty should be understood as an abstract specification of the function that pairs ‘sound’ with ‘meaning’ rather than as a specification of the content the mind represents. But doesn’t ‘computation’ presuppose ‘representation’? I argue for a negative answer, at least if ‘representation’ is read intentionally. A ‘representation’ can be construed as brain structure that, at the present stage of inquiry, can only be picked out via the abstract concepts of linguistic theory. We are entitled to posit such structures insofar as they earn their explanatory keep over the output of the faculty. The linguistic function is a way of setting the boundary conditions on what the brain must be doing such that humans get to be competent speaker / hearers, although we do not therefore take the function to be a story of the causal spring of linguistic performance.

Chomsky's competence/performance distinction has been traditionally understood as a distinction between our knowledge of language and how we put that knowledge to use. While this construal has its purposes, this article argues that the distinction as Chomsky proposes it depends upon no substantiation of the knowledge locution; rather, the distinction is intended to abstract one system out of an ensemble of systems whose integration underlies performance. The article goes on to assess and reject an argument that the knowledge locution, independent of its traditional construal, is of some substance due to the peculiar evidential base of generative theories.

Jerry Fodor, among others, has maintained that Chomsky's language faculty hypothesis is an epistemological proposal, i.e. the faculty comprises propositional structures known (cognized) by the speaker/hearer. Fodor contrasts this notion of a faculty with an architectural (directly causally efficacious) notion of a module. The paper offers an independent characterisation of the language faculty as an abstractly specified nonpropositional structure of the mind/brain that mediates between sound and meaning—a function in intension that maps to a pair of structures that determine soundmeaning convergence. This conception will be elaborated and defended against a number of likely complaints deriving from Fodor's faculty/module distinction and other positions which seek to credit knowledge of language with an empirical or theoretical significance. A recent explicit argument from Fodor that Chomsky must share his conception will be diagnosed and the common appeal to implicit knowledge as a foundation for linguistic competence will be rejected.

Experimental philosophy is one of the most exciting and controversial philosophical movements today. This book explores how it is reshaping thought about philosophical method. Experimental philosophy imports experimental methods and findings from psychology into philosophy. These fresh resources can be used to develop and defend both armchair methods and naturalist approaches, on an empirical basis. This outstanding collection brings together leading proponents of this new meta-philosophical naturalism, from within and beyond experimental philosophy. They explore how the empirical study of philosophically relevant intuition and cognition transforms traditional philosophical approaches and facilitates fresh ones. Part One examines important uses of traditional "armchair" methods which are not threatened by experimental work and develops empirically informed accounts of such methods that can potentially stand up to experimental scrutiny. Part Two analyses different uses and rationales of experimental methods in several areas of philosophy and addresses the key methodological challenges to experimental philosophy: Do its experiments target the intuitions that matter in philosophy? And how can they support conclusions about the rights and wrongs of philosophical views? Essential reading for students of experimental philosophy and metaphilosophy, _Experimental Philosophy, Rationalism, and Naturalism_ will also interest students and researchers in related areas such as epistemology and the philosophies of language, perception, mind and action, science and psychology.