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Mental representations remain the central posits of psychology after many decades of scrutiny. However, there is no consensus about the representational format(s) of biological cognition. This paper provides a survey of evidence from computational cognitive psychology, perceptual psychology, developmental psychology, comparative psychology, and social psychology, and concludes that one type of format that routinely crops up is the language-of-thought (LoT). We outline six core properties of LoTs: (i) discrete constituents; (ii) role-filler independence; (iii) predicate–argument structure; (iv) logical operators; (v) inferential promiscuity; and (vi) abstract content. These properties cluster together throughout cognitive science. Bayesian computational modeling, compositional features of object perception, complex infant and animal reasoning, and automatic, intuitive cognition in adults all implicate LoT-like structures. Instead of regarding LoT as a relic of the previous century, researchers in cognitive science and philosophy-of-mind must take seriously the explanatory breadth of LoT-based architectures. We grant that the mind may harbor many formats and architectures, including iconic and associative structures as well as deep-neural-network-like architectures. However, as computational/representational approaches to the mind continue to advance, classical compositional symbolic structures – that is, LoTs – only prove more flexible and well-supported over time.

Where does human knowledge begin? Research on human infants, children, adults, and nonhuman animals, using diverse methods from the cognitive, brain, and computational sciences, provides evidence for six early emerging, domain-specific systems of core knowledge. These automatic, unconscious systems are situated between perceptual systems and systems of explicit concepts and beliefs. They emerge early in infancy, guide children's learning, and function throughout life.

\"I would like to think they would be discussing what happened in the past,\" said [Susan Carey] after the plaque handing ceremony. \"And be able to understand what's happening in the present because of it. [The Penny Project] has had an enormous effect on a number of students. They've really put their focus and their effort into making this work. I think that they're changed because of it, they've become aware of things that otherwise would have never known.\"

MISSISSAUGA - In 2009, students at St. Marcellinus Secondary School, under the guidance of teacher Susan Carey, set a goal to collect 13 million pennies to donate to organizations involved in Holocaust/genocide education and prevention programs. For the past five years, penny by penny, the students collected and rolled bags and bags of pennies. On Tuesday, the two millionth penny was rolled in a ceremony at the Mississauga school.

\"I came up with this because a student a number of years ago had raised his hand in my history class and had said, 'What's the Holocaust?' and 'Who's Anne Frank,'\" said [Susan Carey]. The Holocaust, which was perpetrated by Nazi Germany and its allies largely during the Second World War (1939-1945), saw the deaths of approximately six million Jews, two to three million Soviet prisoners-of-war (POWs), 1.8 to two million ethnic Polish people, 220,000-1.5 million Romani, 200,000-250,000 disabled people, 80,000 Freemasons, 20,000-25,000 Slovenes, 5,000-15,000 homosexuals and 2,500-5,000 Jehovah's Witnesses. \"Elie Wiesel said, 'Genocide does not begin with the killing, it begins with the hate.' If we don't break down those patterns of hate, at whatever level, there is always a danger of something like the Holocaust erupting,\" said Carey.

\"Our goal is to collect 13 million pennies, one for each victim of Holocaust/genocide over the last century,\" said [Susan Carey], who, during one of her lessons, explained to her students the impact of the Holocaust during the Second World War and other genocides ranging from Armenia to Darfur.

\"Our goal is to collect 13 million pennies, one for each victim of Holocaust/genocide over the last century,\" said [Susan Carey], who, during one of her lessons, explained to her students the impact of the Holocaust during the Second World War and other genocides ranging from Armenia to Darfur.