 A lot depends here upon what counts as “learning” and what does not, a question that seems difficult to adjudicate. A closely connected question is whether concept acquisition is a rational process or a mere causal process. To the extent that acquiring some concept is a rational achievement, we will want to say that one learned the concept. To the extent that acquiring the concept is a mere causal process (more like catching a cold than confirming a hypothesis), we will feel less inclined to say that genuine learning took place (Fodor 1981: 275).