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Ideas of Susan A. Gelman, by Text
[American, fl. 2003, Professor of Psychology at the University of Michigan.]
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01 'Background'
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p.15
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15685
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Essentialism is either natural to us, or an accident of our culture, or a necessary result of language
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01 'Essentialist'
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p.7
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15679
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Essentialism comes from the cognitive need to categorise
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01 'Intro'
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p.3
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15678
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Essentialism says categories have a true hidden nature which gives an object its identity
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01 'Prelims'
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p.7
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15680
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Folk essentialism rests on belief in natural kinds, in hidden properties, and on words indicating structures
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01 'Prelims'
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p.8
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15681
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Essentialism: real or representational? sortal, causal or ideal? real particulars, or placeholders?
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01 'Prelims'
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p.11
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15682
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Even fairly simple animals make judgements based on categories
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01 'Prelims'
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p.13
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15684
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Children's concepts include nonobvious features, like internal parts, functions and causes
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01 'Prelims'
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p.13
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15683
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Sortals are needed for determining essence - the thing must be categorised first
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02 'Privileged'
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p.55
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15686
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Labels may indicate categories which embody an essence
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03 'Summary'
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p.88
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15687
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Kinship is essence that comes in degrees, and age groups are essences that change over time
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05 'Causation'
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p.109
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15688
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Categories are characterized by distance from a prototype
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05 'Causation1'
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p.109
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15689
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Theory-based concepts use rich models to show which similarities really matter
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05 'Causation2'
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p.116
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15690
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Causal properties are seen as more central to category concepts
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06 'Essentialism'
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p.151
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15696
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Peope favor historical paths over outward properties when determining what something is
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06 'Essentialism'
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p.152
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15697
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Kind (unlike individual) essentialism assumes preexisting natural categories
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06 'Intro'
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p.136
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15691
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Children accept real stable categories, with nonobvious potential that gives causal explanations
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06 'Is essentialism'
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p.142
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15692
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People tend to be satisfied with shallow explanations
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06 'The role'
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p.143
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15693
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One sample of gold is enough, but one tree doesn't give the height of trees
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06 'The role'
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p.147
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15694
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Children overestimate the power of a single example
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06 'The role'
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p.150
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15695
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Children make errors in induction by focusing too much on categories
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07 'Conclusions'
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p.175
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15698
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We found no evidence that mothers teach essentialism to their children
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08 'Intro'
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p.179
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15700
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In India, upper-castes essentialize caste more than lower-castes do
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08 'Intro'
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p.179
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15699
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Prelinguistic infants acquire and use many categories
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08 'Naming'
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p.189
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15701
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Nouns seem to invoke stable kinds more than predicates do
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09 'Theory'
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p.266
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15702
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Essentialism doesn't mean we know the essences
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09 'Theory'
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p.269
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15703
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Memories often conform to a theory, rather than being neutral
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10 'Figuring'
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p.286
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15704
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Essentialism starts from richly structured categories, leading to a search for underlying properties
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11 'Broadening'
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p.312
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15707
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There is intentional, mechanical, teleological, essentialist, vitalist and deontological understanding
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11 'Broadening'
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p.316
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15708
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Inductive success is rewarded with more induction
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11 'Discussion'
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p.324
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15709
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Essentialism is useful for predictions, but it is not the actual structure of reality
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11 'Intro'
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p.296
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15705
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Essentialism encourages us to think about the world scientifically
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11 'Is essentialism'
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p.299
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15706
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A major objection to real essences is the essentialising of social categories like race, caste and occupation
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