-
22Oxford Studies in Experimental Philosophy Volume 4 (edited book)Oxford University Press. 2022.The new interdisciplinary field of experimental philosophy has emerged as the methods of psychological science have been brought to bear on traditional philosophical issues. Oxford Studies in Experimental Philosophy is the place to go to see outstanding new work in the field, by both philosophers and psychologists.
-
380Learning Through SimulationPhilosophers' Imprint 20. 2020.Mental simulation — such as imagining tilting a glass to figure out the angle at which water would spill — can be a way of coming to know the answer to an internally or externally posed query. Is this form of learning a species of inference or a form of observation? We argue that it is neither: learning through simulation is a genuinely distinct form of learning. On our account, simulation can provide knowledge of the answer to a query even when the basis for that answer is opaque to the learner…Read more
-
502Experiential ExplanationTopics in Cognitive Science 12 (4): 1321-1336. 2020.People often answer why-questions with what we call experiential explanations: narratives or stories with temporal structure and concrete details. In contrast, on most theories of the epistemic function of explanation, explanations should be abstractive: structured by general relationships and lacking extraneous details. We suggest that abstractive and experiential explanations differ not only in level of abstraction, but also in structure, and that each form of explanation contributes to the ep…Read more
-
23Effects of explanation on children’s question askingCognition 191 (C): 103966. 2019.The capacity to search for information effectively by asking informative questions is crucial for self-directed learning and develops throughout the preschool years and beyond. We tested the hypothesis that explaining observations in a given domain prepares children to ask more informative questions in that domain, and that it does so by promoting the identification of features that apply to multiple objects, thus supporting more effective questions. Across two experiments, 4- to 7-year-old chil…Read more
-
139When and why people think beliefs are “debunked” by scientific explanations of their originsMind and Language 35 (1): 3-28. 2020.How do scientific explanations for beliefs affect people's confidence that those beliefs are true? For example, do people think neuroscience-based explanations for belief in God support or challenge God's existence? In five experiments, we find that people tend to think explanations for beliefs corroborate those beliefs if the explanations invoke normally-functioning mechanisms, but not if they invoke abnormal functioning (where “normality” is a matter of proper functioning). This emerges across…Read more
-
Folk theories in the moral domainIn Kurt Gray & Jesse Graham (eds.), Atlas of Moral Psychology, Guilford Press. 2018.Is morality intuitive or deliberative? The distinction can obscure the role of folk moral theories in moral judgment; judgments may arise 'intuitively' yet result from abstract theoretical and philosophical commitments that participate in 'deliberative' reasoning.
-
65Explanation classification depends on understanding: extending the epistemic side-effect effectSynthese 197 (6): 2565-2592. 2020.Our goal in this paper is to experimentally investigate whether folk conceptions of explanation are psychologistic. In particular, are people more likely to classify speech acts as explanations when they cause understanding in their recipient? The empirical evidence that we present suggests this is so. Using the side-effect effect as a marker of mental state ascriptions, we argue that lay judgments of explanatory status are mediated by judgments of a speaker’s and/or audience’s mental states. Fi…Read more
-
28The explanatory effect of a label: Explanations with named categories are more satisfyingCognition 168 (C): 357-369. 2017.Can opium's tendency to induce sleep be explained by appeal to a "dormitive virtue"? If the label merely references the tendency being explained, the explanation seems vacuous. Yet the presence of a label could signal genuinely explanatory content concerning the (causal) basis for the property being explained. In Experiments 1 and 2, we find that explanations for a person's behavior that appeal to a named tendency or condition are indeed judged to be more satisfying than equivalent explanations …Read more
-
28Explaining the moral of the storyCognition 167 (C): 266-281. 2017.Although storybooks are often used as pedagogical tools for conveying moral lessons to children, the ability to spontaneously extract "the moral" of a story develops relatively late. Instead, children tend to represent stories at a concrete level - one that highlights surface features and understates more abstract themes. Here we examine the role of explanation in 5- and 6-year-old children's developing ability to learn the moral of a story. Two experiments demonstrate that, relative to a contro…Read more
-
29An Actor's Knowledge and Intent Are More Important in Evaluating Moral Transgressions Than Conventional TransgressionsCognitive Science 42 (S1): 105-133. 2018.An actor's mental states—whether she acted knowingly and with bad intentions—typically play an important role in evaluating the extent to which an action is wrong and in determining appropriate levels of punishment. In four experiments, we find that this role for knowledge and intent is significantly weaker when evaluating transgressions of conventional rules as opposed to moral rules. We also find that this attenuated role for knowledge and intent is partly due to the fact that conventional rul…Read more
-
37Explaining prompts children to privilege inductively rich propertiesCognition 133 (2): 343-357. 2014.Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy’s causal and non-causal properties to children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response t…Read more
-
20Putting normativity in its proper placeBehavioral and Brain Sciences 33 (4). 2010.Knobe considers two explanations for the influence of moral considerations on cognitive systems: the position, and the position. We suggest that this dichotomy conflates questions at computational and algorithmic levels, and suggest that distinguishing the issues at these levels reveals a third, viable option, which we call the position
-
156Editorial: Psychology and Experimental PhilosophyReview of Philosophy and Psychology 1 (2): 157-160. 2010.Recent years have seen an explosion of new work at the intersection of philosophy and experimental psychology. This work takes the concerns with moral and conceptual issues that have so long been associated with philosophy and connects them with the use of systematic and well-controlled empirical investigations that one more typically finds in psychology. Work in this new field often goes under the name "experimental philosophy".
-
27Why does explaining help learning? Insight from an explanation impairment effectIn S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society, Cognitive Science Society. 2010.
-
121Effects of Manipulation on Attributions of Causation, Free Will, and Moral ResponsibilityCognitive Science 41 (2): 447-481. 2017.If someone brings about an outcome without intending to, is she causally and morally responsible for it? What if she acts intentionally, but as the result of manipulation by another agent? Previous research has shown that an agent's mental states can affect attributions of causal and moral responsibility to that agent, but little is known about what effect one agent's mental states can have on attributions to another agent. In Experiment 1, we replicate findings that manipulation lowers attribut…Read more
-
27From conceptual representations to explanatory relationsBehavioral and Brain Sciences 33 (2-3): 218-219. 2010.Machery emphasizes the centrality of explanation for theory-based approaches to concepts. I endorse Machery's emphasis on explanation and consider recent advances in psychology that point to the of explanation, with consequences for Machery's heterogeneity hypothesis about concepts
-
235Concept Possession, Experimental Semantics, and Hybrid Theories of ReferencePhilosophical Psychology 25 (5): 1-26. 2012.Contemporary debates about the nature of semantic reference have tended to focus on two competing approaches: theories which emphasize the importance of descriptive information associated with a referring term, and those which emphasize causal facts about the conditions under which the use of the term originated and was passed on. Recent empirical work by Machery and colleagues suggests that both causal and descriptive information can play a role in judgments about the reference of proper names,…Read more
-
173Depth and deference: When and why we attribute understandingPhilosophical Studies 173 (2): 373-393. 2016.Four experiments investigate the folk concept of “understanding,” in particular when and why it is deployed differently from the concept of knowledge. We argue for the positions that people have higher demands with respect to explanatory depth when it comes to attributing understanding, and that this is true, in part, because understanding attributions play a functional role in identifying experts who should be heeded with respect to the general field in question. These claims are supported by o…Read more
-
21The Campaign for ConceptsDialogue 50 (1): 165-177. 2011.In his book Doing Without Concepts, Edouard Machery argues that cognitive scientists should reject the concept of “concept” as a natural, psychological kind. I review and critique several of Machery’s arguments, focusing on his definition of “concept” and on claims against the possibility and utility of a unified account of concepts. In particular, I suggest ways in which prototype, exemplar, and theory-theory approaches to concepts might be integrated.
-
148Causal-explanatory pluralism: how intentions, functions, and mechanisms influence causal ascriptionsCognitive Psychology 61 (4): 303-332. 2010.Both philosophers and psychologists have argued for the existence of distinct kinds of explanations, including teleological explanations that cite functions or goals, and mechanistic explanations that cite causal mechanisms. Theories of causation, in contrast, have generally been unitary, with dominant theories focusing either on counterfactual dependence or on physical connections. This paper argues that both approaches to causation are psychologically real, with different modes of explanation …Read more
-
29Children adapt their questions to achieve efficient searchCognition 143 (C): 203-216. 2015.One way to learn about the world is by asking questions. We investigate how younger children (7- to 8-year-olds), older children (9- to 11-year-olds), and young adults (17- to 18-year-olds) ask questions to identify the cause of an event. We find a developmental shift in children’s reliance on hypothesis-scanning questions (which test hypotheses directly) versus constraint-seeking questions (which reduce the space of hypotheses), but also that all age groups ask more constraint-seeking questions…Read more
-
74Functional explanation and the function of explanationCognition 99 (2): 167-204. 2006.Teleological explanations (TEs) account for the existence or properties of an entity in terms of a function: we have hearts because they pump blood, and telephones for communication. While many teleological explanations seem appropriate, others are clearly not warranted-for example, that rain exists for plants to grow. Five experiments explore the theoretical commitments that underlie teleological explanations. With the analysis of [Wright, L. (1976). Teleological Explanations. Berkeley, CA: Uni…Read more
-
74The Role of Explanation in Discovery and Generalization: Evidence From Category LearningCognitive Science 34 (5): 776-806. 2010.Research in education and cognitive development suggests that explaining plays a key role in learning and generalization: When learners provide explanations—even to themselves—they learn more effectively and generalize more readily to novel situations. This paper proposes and tests a subsumptive constraints account of this effect. Motivated by philosophical theories of explanation, this account predicts that explaining guides learners to interpret what they are learning in terms of unifying patt…Read more
-
25Explanation constrains learning, and prior knowledge constrains explanationIn S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society, Cognitive Science Society. 2010.A great deal of research has demonstrated that learning is influenced by the learner’s prior background knowledge (e.g. Murphy, 2002; Keil, 1990), but little is known about the processes by which prior knowledge is deployed. We explore the role of explanation in deploying prior knowledge by examining the joint effects of eliciting explanations and providing prior knowledge in a task where each should aid learning. Three hypotheses are considered: that explanation and prior knowledge have indepen…Read more
-
147The Instrumental Value of ExplanationsPhilosophy Compass 6 (8): 539-551. 2011.Scientific and ‘intuitive’ or ‘folk’ theories are typically characterized as serving three critical functions: prediction, explanation, and control. While prediction and control have clear instrumental value, the value of explanation is less transparent. This paper reviews an emerging body of research from the cognitive sciences suggesting that the process of seeking, generating, and evaluating explanations in fact contributes to future prediction and control, albeit indirectly by facilitating t…Read more
Princeton, New Jersey, United States of America