•  55
    Truth and sentences
    Mind 78 (312): 501-511. 1969.
  •  46
    An ideational account of early word learning: A plausibility assessment
    Behavioral and Brain Sciences 24 (6): 1114-1115. 2001.
    The theoretical framework of Bloom's account of child word learning is here assessed only for initial plausibility and neural plausibility. The verdict on both dimensions is low, largely due to the size and character of knowledge it is claimed that the child brings to the task. It is suggested that elements of constructivist accounts could profitably be drawn from to reduce this implausibility
  •  9
    I The area between sensation and conceptualization is gray and confusing. Despite abundant philosophical and empirical research, results about how to understand this area that command widespread assent are very scarce. One contributory source to this impasse is the fact that, for mature and intact humans, the sensory, the perceptual, and the conceptual seem merged in consciousness. Perception is phenomenally so "cognitively penetrable" - so infused for humans by discursive understanding - that e…Read more
  •  33
    The character of writings by artists about their art
    Journal of Aesthetics and Art Criticism 33 (1): 67-73. 1974.
  •  14
  •  3
    Mass Terms: Some Philosophical Problems
    Philosophical Books 22 (1): 37-40. 1981.
  •  19
    The new enlightenment hypothesis: All learners are rational
    Behavioral and Brain Sciences 32 (2): 219-220. 2009.
    I applaud Mitchell et al.’s expanded emphasis on cognition in learning theory, for our understanding pervades all we do. Nevertheless, there are fundamental problems with the propositional approach they propose. The title bills a propositional approach to human associative learning, animal learning being tucked in later as an egalitarian gesture, but the model proposed would be a standard neo-classic account of human learning in terms of a representational theory of mind /except for /its univers…Read more
  •  2
    How does human language contribute to the cognitive edge humans have over other species? This question eludes most current theories of language and knowledge. Incorporating research results in psychology and cutting a path through a broad range of philosophical debates, Nolan develops a strikingly original account of language acquisition which holds important implications for standard theories of language and the philosophical foundations of cognitive science
  •  2
    Philosophy of Mind: An Introduction
    Philosophical Books 35 (2): 142-143. 1994.
  • Cognitive Practices: Human Language and Human Knowledge
    Behavior and Philosophy 24 (2): 195-196. 1996.