Markus Pantsar
Biographic Data
| ID | 1286909 |
|---|---|
| NAME | Markus Pantsar |
| GIVEN NAMES | Markus |
| FAMILY NAME | Pantsar |
| SIGNATURE | PANTSAR M |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0001-8572-1453 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Philosophy of Artificial Intelligence
Where Does Cardinality Come From
How do we acquire the notions of cardinality and cardinal number? In the (neo-)Fregean approach, they are derived from the notion of equinumerosity. According to some alternative approaches, defended and developed by Husserl and Parsons among others, the order of explanation is reversed: equinumerosity is explained in terms of cardinality, which, in turn, is explained in terms of our ordinary practices of counting. In their paper, ‘Cardinality, C…
Intelligence is not deception
The Turing test has a peculiar status in the artificial intelligence (AI) research community. On the one hand, it is presented as an important topic in virtually every AI textbook, and the research direction focused on developing AI systems that behave in human-like fashion is standardly called the “Turing test approach”. On the other hand, reports of computer programs passing the Turing test have had relatively little effect. Does this mean that…
Why do numbers exist? A psychologist constructivist account
In this paper, I study the kind of questions we can ask about the existence of numbers. In addition to asking whether numbers exist, and how, I argue that there is also a third relevant question: why numbers exist. In platonist and nominalist accounts this question may not make sense, but in the psychologist account I develop, it is as well-placed as the other two questions. In fact, there are two such why-questions: the causal why-question asks …
On Radical Enactivist Accounts of Arithmetical Cognition
Hutto and Myin have proposed an account of radically enactive (or embodied) cognition (REC) as an explanation of cognitive phenomena, one that does not include mental representations or mental content in basic minds. Recently, Zahidi and Myin have presented an account of arithmetical cognition that is consistent with the REC view. In this paper, I first evaluate the feasibility of that account by focusing on the evolutionarily developed proto-ari…
On What Ground Do Thin Objects Exist? In Search of the Cognitive Foundation of Number Concepts
Linnebo in 2018 argues that abstract objects like numbers are “thin” because they are only required to be referents of singular terms in abstraction principles, such as Hume's principle. As the specification of existence claims made by analytic truths (the abstraction principles), their existence does not make any substantial demands of the world; however, as Linnebo notes, there is a potential counter‐argument concerning infinite regress against…
On the development of geometric cognition
How is knowledge of geometry developed and acquired? This central question in the philosophy of mathematics has received very different answers. Spelke and colleagues argue for a “core cognitivist”, nativist, view according to which geometric cognition is in an important way shaped by genetically determined abilities for shape recognition and orientation. Against the nativist position, Ferreirós and García-Pérez have argued for a “culturalist” ac…
Twitter and the aphoristic (re)turn in thought, knowledge and education
The article focuses on the resurgence of aphoristic expression, particularly in relation to Twitter, examining its impact on thought, knowledge, and education. Topics include the definition and ambiguity surrounding aphorisms, their role in philosophy across different cultures, and defense of Twitter as a medium for intellectual discourse, connecting historical and modern examples of aphoristic styles from Wittgenstein to contemporary criticisms …
Bootstrapping of integer concepts
Beck (Cognition 158:110–121, 2017) presents an outline of the procedure of bootstrapping of integer concepts, with the purpose of explicating the account of Carey (The Origin of Concepts, 2009). According to that theory, integer concepts are acquired through a process of inductive and analogous reasoning based on the object tracking system (OTS), which allows individuating objects in a parallel fashion. Discussing the bootstrapping theory, Beck d…
A fresh look at research strategies in computational cognitive science
Mathematical cognition and enculturation
Naturalizing Logico-Mathematical Knowledge
Book review. Reviewed book: Naturalizing Logico-Mathematical Knowledge: Approaches from Philosophy, Psychology and Cognitive Science. Edited by Bangu Sorin. New York: Routledge, 2018
An empirically feasible approach to the epistemology of arithmetic
An empirically feasible approach to the epistemology of arithmetic
Bootstrapping of integer concepts
Beck (Cognition 158:110–121, 2017) presents an outline of the procedure of bootstrapping of integer concepts, with the purpose of explicating the account of Carey (The Origin of Concepts, 2009). According to that theory, integer concepts are acquired through a process of inductive and analogous reasoning based on the object tracking system (OTS), which allows individuating objects in a parallel fashion. Discussing the bootstrapping theory, Beck d…
A fresh look at research strategies in computational cognitive science
Mathematical cognition and enculturation
An empirically feasible approach to the epistemology of arithmetic
Naturalizing Logico-Mathematical Knowledge
Book review. Reviewed book: Naturalizing Logico-Mathematical Knowledge: Approaches from Philosophy, Psychology and Cognitive Science. Edited by Bangu Sorin. New York: Routledge, 2018
Mathematical cognition and enculturation
Bootstrapping of integer concepts
Beck (Cognition 158:110–121, 2017) presents an outline of the procedure of bootstrapping of integer concepts, with the purpose of explicating the account of Carey (The Origin of Concepts, 2009). According to that theory, integer concepts are acquired through a process of inductive and analogous reasoning based on the object tracking system (OTS), which allows individuating objects in a parallel fashion. Discussing the bootstrapping theory, Beck d…
A fresh look at research strategies in computational cognitive science
On the development of geometric cognition
How is knowledge of geometry developed and acquired? This central question in the philosophy of mathematics has received very different answers. Spelke and colleagues argue for a “core cognitivist”, nativist, view according to which geometric cognition is in an important way shaped by genetically determined abilities for shape recognition and orientation. Against the nativist position, Ferreirós and García-Pérez have argued for a “culturalist” ac…
Twitter and the aphoristic (re)turn in thought, knowledge and education
The article focuses on the resurgence of aphoristic expression, particularly in relation to Twitter, examining its impact on thought, knowledge, and education. Topics include the definition and ambiguity surrounding aphorisms, their role in philosophy across different cultures, and defense of Twitter as a medium for intellectual discourse, connecting historical and modern examples of aphoristic styles from Wittgenstein to contemporary criticisms …
On Radical Enactivist Accounts of Arithmetical Cognition
Hutto and Myin have proposed an account of radically enactive (or embodied) cognition (REC) as an explanation of cognitive phenomena, one that does not include mental representations or mental content in basic minds. Recently, Zahidi and Myin have presented an account of arithmetical cognition that is consistent with the REC view. In this paper, I first evaluate the feasibility of that account by focusing on the evolutionarily developed proto-ari…
On What Ground Do Thin Objects Exist? In Search of the Cognitive Foundation of Number Concepts
Linnebo in 2018 argues that abstract objects like numbers are “thin” because they are only required to be referents of singular terms in abstraction principles, such as Hume's principle. As the specification of existence claims made by analytic truths (the abstraction principles), their existence does not make any substantial demands of the world; however, as Linnebo notes, there is a potential counter‐argument concerning infinite regress against…
Why do numbers exist? A psychologist constructivist account
In this paper, I study the kind of questions we can ask about the existence of numbers. In addition to asking whether numbers exist, and how, I argue that there is also a third relevant question: why numbers exist. In platonist and nominalist accounts this question may not make sense, but in the psychologist account I develop, it is as well-placed as the other two questions. In fact, there are two such why-questions: the causal why-question asks …
Philosophy of Artificial Intelligence
Where Does Cardinality Come From
How do we acquire the notions of cardinality and cardinal number? In the (neo-)Fregean approach, they are derived from the notion of equinumerosity. According to some alternative approaches, defended and developed by Husserl and Parsons among others, the order of explanation is reversed: equinumerosity is explained in terms of cardinality, which, in turn, is explained in terms of our ordinary practices of counting. In their paper, ‘Cardinality, C…
Intelligence is not deception
The Turing test has a peculiar status in the artificial intelligence (AI) research community. On the one hand, it is presented as an important topic in virtually every AI textbook, and the research direction focused on developing AI systems that behave in human-like fashion is standardly called the “Turing test approach”. On the other hand, reports of computer programs passing the Turing test have had relatively little effect. Does this mean that…
Epistemology (12 works) · Psychology (12 works) · Philosophy (10 works) · Cognitive and developmental aspects of mathematical skills (9 works) · Cognitive science (9 works) · Mathematics Education and Teaching Techniques (8 works) · Cognition (7 works) · Computer Science (6 works) · History and Theory of Mathematics (6 works) · Mathematics (5 works)