What is counterintuitive? Religious cognition and natural expectation

Article


Russell, Y. and Gobet, F. 2013. What is counterintuitive? Religious cognition and natural expectation. Review of Philosophy and Psychology. 4, pp. 715-749. https://doi.org/10.1007/s13164-013-0160-5
TypeArticle
TitleWhat is counterintuitive? Religious cognition and natural expectation
AuthorsRussell, Y. and Gobet, F.
Abstract

What is ‘counterintuitive’? There is general agreement that it refers to a violation of previously held knowledge, but the precise definition seems to vary with every author and study. The aim of this paper is to deconstruct the notion of 'counterintuitive’ and provide a more philosophically rigorous definition congruent with the history of psychology, recent experimental work in ‘minimally counterintuitive’ concepts, the science vs. religion debate, and the developmental and evolutionary background of human beings. We conclude that previous definitions of counterintuitiveness have been flawed and did not resolve the conflict between a believer’s conception of the supernatural entity (an atypical “real kind”) and the non-believer’s conception (empty name/fictional). Furthermore, too much emphasis has been placed on the universality and (presumed) innateness of intuitive concepts (and hence the criteria for what is counterintuitive)—and far too little attention paid to learning and expertise. We argue that many putatively universal concepts are not innate, but mostly learned and defeasible—part of a religious believer’s repertoire of expert knowledge. Nonetheless, the results from empirical studies about the memorability of counterintuitive concepts have been convincing and it is difficult to improve on existing designs and methodologies. However, future studies in counterintuitive concepts need to embed their work in research about context effects, typicality, the psychology of learning and expertise (for example, the formation of expert templates and range defaults), with more attention to the sources of knowledge (direct and indirect knowledge) and a better idea of what ‘default’ knowledge really is.

LanguageEnglish
PublisherSpringer
JournalReview of Philosophy and Psychology
ISSN1878-5158
Electronic1878-5166
Publication dates
Online26 Sep 2013
PrintDec 2013
Publication process dates
Accepted08 Jul 2013
Deposited15 Oct 2015
Output statusPublished
Publisher's version
File Access Level
Restricted
Copyright Statement

Access to full text restricted pending copyright check

Digital Object Identifier (DOI)https://doi.org/10.1007/s13164-013-0160-5
Scopus EID2-s2.0-84888391356
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