Below is the abstract of a forthcoming BBS target article on:
INDIVIDUAL, STUFF, AND KIND CONCEPTS: A COMMON STRUCTURE
by Ruth Garrett Millikan
This article has been accepted for publication in Behavioral and Brain
Sciences (BBS), an international, interdisciplinary journal providing
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the biobehavioral and cognitive sciences.
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____________________________________________________________________
A COMMON STRUCTURE FOR CONCEPTS OF INDIVIDUALS,
STUFFS, AND REAL KINDS:
MORE MAMA, MORE MILK AND MORE MOUSE
Ruth Garrett Millikan
Philosophy Department
University of Connecticut
Storrs CT 06250
millikan(a)umich.edu
KEYWORDS: categorization, concepts, externalism, natural kinds,
names, basic-level categories, child language, theory of meaning,
Putnam.
ABSTRACT: Concepts are highly theoretical entities. One cannot
study them empirically without committing oneself to substantial
preliminary assumptions. Among the competing theories of concepts
and categorization developed by psychologists in the last thirty
years, the implicit theoretical assumption of "descriptionism" has
never been seriously challenged. I present a nondescriptionist
theory of our most basic concepts, "substances," which include
(1) stuffs (gold, milk), (2) real kinds (cat, chair) and
(3) individuals (Mama, Bill Clinton, The Empire State Building). On
the basis of something important that all three have in common, our
earliest and most basic concepts of them are identical in
structure. The membership of the category "cat," like that of
"Mama," is a natural unit in nature, to which the concept cat does
something like pointing, and continues to point despite large
changes in the properties the thinker represents the unit as
having. For example, large changes can occur in the way a child
identifies cats and the things it is willing to call "cat" without
affecting the extension of its word "cat." The difficulty is to
cash in the metaphor of "pointing" in this context. Having
substance concepts need not depend on knowing words, but language
interacts with substance concepts, completely transforming the
conceptual repertoire. I will discuss how public language plays a
crucial role in both the acquisition of substance concepts and
their completed structure.
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