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Sam Taylor


  • Taylor, S. D. (2021). Concepts and the Appeal to Cognitive Science. De Gruyter. (Monograph)
  • Taylor, S. D. (2019). Two Kinds of Explanatory Integration in Cognitive Science. Synthese. doi: 10.1007/s11229-019-02357-9.
  • Taylor, S. D. and Vosgerau, G. (2019). The Explanatory Role of Concepts. Erkenntnis. doi: 10.1007/s10670-019-00143-0.
  • Taylor, S. D. and Sutton, P. (2018). A Frame-Theoretic Model of Bayesian Category Learning. In: S. Löbner, T. Gamerschlag, T. Kalenscher, M. Schrenk& H. Zeevat (eds.), Cognitive Structures:Linguistic, Philosophical, and Psychological Perspectives, Dordrecht: Springer.
  • Taylor, S. D., Noorloos, R., and Bakker, A. (2017). Mastering as an inferentialist alternative to theacquisition and participation metaphors for learning. Journal of Philosophy of Education. doi: 10.1111/1467-9752.12264.
  • Noorloos, R., Taylor, S. D., Bakker, A., & Derry, J. (2017). Inferentialism as an alternative to
  • socioconstructivism in mathematics education. Mathematics Education Research Journal. doi: 10.1007/s13394-017-0189-3
  • Noorloos, R., Taylor, S. D., and Bakker, A. (2014). An inferentialist alternative to constructivismin mathematics education. In Liljedahl, P., Oesterle, S., Nicol, D., Allan, D. (Eds), Proceedings ofthe Joint Meeting 4 – 321 of PME 38 and PME-NA 36, Vol. 4 (Vancouver: PME), pp. 321-328.