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  1. Meta-scientific Eliminativism: A Reconsideration of Chomsky's Review of Skinner's Verbal Behavior.John Collins - 2007 - British Journal for the Philosophy of Science 58 (4):625-658.
    The paper considers our ordinary mentalistic discourse in relation to what we should expect from any genuine science of the mind. A meta-scientific eliminativism is commended and distinguished from the more familiar eliminativism of Skinner and the Churchlands. Meta-scientific eliminativism views folk psychology qua folksy as unsuited to offer insight into the structure of cognition, although it might otherwise be indispensable for our social commerce and self-understanding. This position flows from a general thesis that scientific advance is marked by an (...)
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  • Linguistic competence without knowledge of language.John Collins - 2007 - Philosophy Compass 2 (6):880–895.
    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 (...)
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  • Is scientific theory change similar to early cognitive development? Gopnik on science and childhood.Tim Fuller - 2013 - Philosophical Psychology 26 (1):109 - 128.
    (2013). Is scientific theory change similar to early cognitive development? Gopnik on science and childhood. Philosophical Psychology: Vol. 26, No. 1, pp. 109-128. doi: 10.1080/09515089.2011.625114.
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  • Intellectual Humility and the Limits of Conceptual Representation.Thomas Hofweber - 2016 - Res Philosophica 93 (3):553-565.
    This paper investigates the connection of intellectual humility to a somewhat neglected form of a limitation of human knowledge—a limitation in which facts or truths we human beings can in principle represent conceptually. I consider some arguments for such a limitation, and argue that, under standard assumptions, the sub-algebra hypothesis is the best hypothesis about how the facts we can represent relate to the ones that we can not. This hypothesis has a consequence for intellectual humility in that it supports (...)
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