|Learning: learning is acquiring the ability to establish relationships between signs, symptoms or symbols and objects. This also includes e.g. recognition and recollection of patterns, similarities, sensory perceptions, self-perception, etc. In the ideal case, the ability to apply generalizations to future cases is acquired while learning. See also knowledge, knowledge-how, competence._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. |
|I Peter Lanz Vom Begriff des Geistes zur Neurophilosophie in: Hügli/Lübcke (Hrsg) Philosophie im 20. Jahrhundert, Reinbek 1993
Lanz I 303
Learning/Fodor: acquisition of the mother tongue: presentation and testing of hypotheses about which parts of the natural language correlate with which parts of the congenital "language of thought" (mentalese).
ChurchlandVsFodor: it would follow that one cannot learn new concepts in a certain sense.
If opinions are relations to sentences of the "language of thought", then a sentence must be stored for each opinion somewhere.
Does a sentence in the "language of thought" have to be stored for every tacitly held opinion? This would exceed the capacity limits. But this storage was not enough, the sentences would have to be accessible and available at the right time. In addition, the connections must be transparent to the organism (though not to consciousness). (ChurchlandVsMentalese)._____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution.
Paul M. Churchland
Matter and Consciousness Cambridge 2013
Patricia S. Churchland
Touching a Nerve: Our Brains, Our Brains New York 2014