Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-17T21:25:53.569Z Has data issue: false hasContentIssue false

Commentary on Alison Gopnik's “The Scientist As Child”

Published online by Cambridge University Press:  01 April 2022

Miriam Solomon*
Affiliation:
Department of Philosophy, Temple University

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Article Commentary
Copyright
Copyright © Philosophy of Science Association 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Send reprint requests to the author, Department of Philosophy, Temple University, Humanities 022–32, Philadelphia, PA 19122.

References

Carey, S. (1985), Conceptual Change in Childhood. Cambridge, Mass: MIT Press.Google Scholar
Chi, M. (1992), “Conceptual Change within and across Ontological Categories: Examples from Learning and Discovery in Science”, in Giere, R. (ed.), Cognitive Models of Science. Minneapolis: University of Minnesota Press, pp. 129186.Google Scholar
Fine, A. (1984), “The Natural Ontological Attitude”, in Leplin, J. (ed.) Scientific Realism. Berkeley: University of California Press, pp. 83107.CrossRefGoogle Scholar
Galison, P. (1987), How Experiments End. Chicago: University of Chicago Press.Google Scholar
Giere, R. (1988), Explaining Science: A Cognitive Approach. Chicago: University of Chicago Press.CrossRefGoogle Scholar
Goldman, A. (1992), Liaisons: Philosophy Meets the Cognitive and Social Sciences. Cambridge, MA: MIT Press.Google Scholar
Hacking, I. (1983), Representing and Intervening: Introductory Topics in the Philosophy of Natural Science. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Haraway, D. (1991), Simians, Cyborgs and Women: The Reinvention of Nature. New York: Routledge Press.Google Scholar
Holyoak, K. and Thagard, P. (1995), Mental Leaps. Cambridge, MA: MIT Press.Google Scholar
Hutchins, E. (1995), Cognition in the Wild. Cambridge, MA: MIT Press.Google Scholar
Johnson-Laird, P. (1983), Mental Models. Cambridge, MA: Harvard University Press.Google Scholar
Kitcher, P. (1993), The Advancement of Science: Science Without Legend, Objectivity Without Illusions. Oxford: Oxford University Press.Google Scholar
Kuhn, T. ([1962] 1970), The Structure of Scientific Revolutions. Second Edition. Chicago: University of Chicago Press.Google Scholar
Laudan, L. (1981), “A Confutation of Convergent Realism”, Philosophy of Science 48: 1948.CrossRefGoogle Scholar
Longino, H. (1990), Science as Social Knowledge: Values and Objectivity in Scientific Inquiry. Princeton: Princeton University Press.CrossRefGoogle Scholar
Quine, W.V. (1951), “Two Dogmas of Empiricism”, in W.V. Quine ([1953] 1961), From a Logical Point of View. New York and Evanston, IL: Harper and Row, pp. 2046.Google Scholar
Quine, W.V. (1960), Word and Object. Cambridge, MA: MIT Press.Google Scholar
Quine, W.V. (1969), “Epistemology Naturalized”, in W.V. Quine, Ontological Relativity and Other Essays. New York: Columbia University Press, pp. 6990.CrossRefGoogle Scholar
Solomon, M. (1994a), “Social Empiricism,” Noûs 28,3: 325343.CrossRefGoogle Scholar
Solomon, M. (1994b), “A More Social Epistemology”, in Schmitt, F. (ed.) Socializing Epistemology. Lanham, MD: Rowman and Littlefield, pp. 217233.Google Scholar
Stich, S. (1990), The Fragmentation of Reason. Cambridge, MA: MIT Press.Google Scholar