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  1. Mechanism and Biological Explanation.William Bechtel - 2011 - Philosophy of Science 78 (4):533-557.
    This article argues that the basic account of mechanism and mechanistic explanation, involving sequential execution of qualitatively characterized operations, is itself insufficient to explain biological phenomena such as the capacity of living organisms to maintain themselves as systems distinct from their environment. This capacity depends on cyclic organization, including positive and negative feedback loops, which can generate complex dynamics. Understanding cyclically organized mechanisms with complex dynamics requires coordinating research directed at decomposing mechanisms into parts and operations with research using computational (...)
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  • Explaining prompts children to privilege inductively rich properties.Caren M. Walker, Tania Lombrozo, Cristine H. Legare & Alison Gopnik - 2014 - Cognition 133 (2):343-357.
    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 to an undirected prompt involved (...)
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  • Discerning the Division of Cognitive Labor: An Emerging Understanding of How Knowledge Is Clustered in Other Minds.Frank C. Keil, Courtney Stein, Lisa Webb, Van Dyke Billings & Leonid Rozenblit - 2008 - Cognitive Science 32 (2):259-300.
    The division of cognitive labor is fundamental to all cultures. Adults have a strong sense of how knowledge is clustered in the world around them and use that sense to access additional information, defer to relevant experts, and ground their own incomplete understandings. One prominent way of clustering knowledge is by disciplines similar to those that comprise the natural and social sciences. Seven studies explored an emerging sense of these discipline‐based ways of clustering of knowledge. Even 5‐year‐olds could cluster knowledge (...)
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  • Biases towards internal features in infants' reasoning about objects.Frank Keil - 2008 - Cognition 107 (2):420-432.
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  • The Metaphysics of Constitutive Mechanistic Phenomena.Marie I. Kaiser & Beate Krickel - 2017 - British Journal for the Philosophy of Science 68 (3).
    The central aim of this article is to specify the ontological nature of constitutive mechanistic phenomena. After identifying three criteria of adequacy that any plausible approach to constitutive mechanistic phenomena must satisfy, we present four different suggestions, found in the mechanistic literature, of what mechanistic phenomena might be. We argue that none of these suggestions meets the criteria of adequacy. According to our analysis, constitutive mechanistic phenomena are best understood as what we will call ‘object-involving occurrents’. Furthermore, on the basis (...)
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  • Young children's naive theory of biology.Giyoo Hatano & Kayoko Inagaki - 1994 - Cognition 50 (1-3):171-188.
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  • Insides and Essences: Early Understandings of the Non- Obvious.Susan A. Gelman & Henry M. Wellman - 1991 - Cognition 38 (3):213-244.
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