 Fodor himself changed his view about these issues when he revisited them in Fodor (2008). He now maintains that while considerations about the need for hypothesis testing show that no concepts can be learned, not even complex concepts, this does not require concepts to be innate (Fodor 2008). Instead, Fodor suggests that they are largely acquired via processes that are merely biological in that they don’t admit of a psychological-level description. Though such a “biological” account of concept acquisition does offer an alternative to the innate/learned dichotomy, there are reasons for supposing that many concepts are learned all the same (Margolis &amp; Laurence 2011). These include the fact that a person’s conceptual system is highly sensitive to the surrounding culture. For example, the concept PURGATORY comes from cultural products such as books, stories, and sermons. But clearly these can only succeed in conveying the concept when mediated by the right sort of psychological processes. Acquiring such concepts is a cognitive-level achievement, not a merely biological one.