摘要：In tentative to support the “vertical tradition” in faculty psychology, Jerry Fodor reached resources in the phrenological model of Franz Gall. Fodor offers a reinterpretation of Gall’s work to demonstrate the emphasis investigative in the study of the mental structures and, indirectly, in the actual memory research, judgment, attention, among others. Jerry Fodor sought to highlight affirmative evidence that hides the phrenology of Gall, correcting and improving the phrenological model to research functional subsystems in the human mind. Deeping this issue, it is understood that the issue of modularity of mind contributed to undertake the current studies on the processes of teaching and learning, departing from the modular model proposed by Gall and Fodor.
关键词：Jerry Fodor; Franz Joseph Gall; modularity of mind; cognitive neuroscience; philosophy of education
