Roles for Explanatory Models and Analogies in Conceptual Change

Abstract

In the famous debate between Chomsky and Piaget (Piatelli-Palmarini, 1980 ), which included a number of other leading philosophers and scientists, the problem of explaining conceptual growth and change proved so intractable that Fodor was led to declare: There literally isn’t such a thing as the notion of learning a conceptual system richer than the one that one already has; we simply have no idea of what it would be like to get from a conceptually impoverished to a conceptually richer system by anything like a process of learning. (Fodor, 1980 , p. 149)

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