S0086 · cognitive_science_shared_knowledge_consensus · registry identity
Cognitive Consensus on Shared Knowledge
External resolution
Resolution status: ambiguous
Bears on
Canonical propositions this source was matched as evidence for.
How Hirsch uses it
Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.
2022 · American Ethnicity
Cognitive science research demonstrating that language comprehension is contingent upon a shared communicative store.
direct Words are inherently ambiguous, requiring a shared communicative store to allow for rapid and secure disambiguation in communication.
Warrant (explicit): Efficient linguistic communication is only possible when interlocutors share a background of non-linguistic information that allows them to narrow down the possible meanings of polysemous words.
could fail ifContextual cues from the immediate physical environment or non-verbal signals can often disambiguate speech even in the absence of a broad shared cultural store.
2023 · Shared Knowledge
Cognitive psychology recognizes the linguistic power and universality of shared knowledge in communication.
direct Cognitive psychology has recognized that shared knowledge is linguistically universal and powerful.
Warrant (implicit): Broad consensus within the field of cognitive psychology regarding the mechanics of communication serves as a reliable proof for the necessity of shared cultural content in national education.
could fail ifCognitive psychology focuses on the mental architecture of processing information, which does not inherently dictate that the *content* of that information must be a specific national curriculum.
2024 · The Ratchet Effect
General findings from cognitive science regarding the necessity of shared background knowledge for language processing.
direct Cognitive science establishes that broad, commonly shared knowledge is essential for effective language use.
Warrant (explicit): Principles of cognitive processing identified in laboratory settings are directly applicable to the design of large-scale school curricula.
could fail ifThe 'knowledge-retention' observed in cognitive science labs may not translate to classroom settings where student motivation and social dynamics are more influential.