Constructing an understanding of mind: The development of children's social understanding within social interaction
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Behavioral and Brain Sciences 27 (1):79-96 (2004)
Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction. Key Words: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein.
|Keywords||language Piaget social interaction theories of mind Vygotsky Wittgenstein|
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Citations of this work BETA
Leonhard Schilbach (2014). On the Relationship of Online and Offline Social Cognition. Frontiers in Human Neuroscience 8.
Thomas Fuchs (2013). The Phenomenology and Development of Social Perspectives. Phenomenology and the Cognitive Sciences 12 (4):655-683.
Ulf Liszkowski, Malinda Carpenter & Michael Tomasello (2008). Twelve-Month-Olds Communicate Helpfully and Appropriately for Knowledgeable and Ignorant Partners. Cognition 108 (3):732-739.
Leon de Bruin, Derek Strijbos & Marc Slors (2011). Early Social Cognition: Alternatives to Implicit Mindreading. [REVIEW] Review of Philosophy and Psychology 2 (3):499-517.
Søren Overgaard & John Michael (2013). The Interactive Turn in Social Cognition Research: A Critique. Philosophical Psychology 28 (2):160-183.
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