Abstract
Conceptualism is the view that perceptual content is fully conceptual. One of the most promising arguments against conceptualism is the so-called “learning argument.” Recently, Adina L. Roskies has developed this argument by insisting that, in order to explain the formation of demonstrative concepts adequately, we must accept a version of nonconceptualism. My aim in this paper is twofold: first, to show that Roskiesʼ argument is not fully convincing, and second, to argue that we can provide a conceptualist account of the formation of demonstrative concepts on the basis of a version of nativism.
