Graduate studies at Western
|Abstract||In this chapter I shall take up the question of children’s motivations to engage in pretence.1 I shall use the account provided by Nichols and Stich (2003) as a stalking horse: arguing that they are correct about much of the basic cognitive architecture necessary to explain pretence, but wrong on the question of motivation. Following a discussion of the views of Currie and Ravenscroft (2002) on this issue, I shall draw on Damasio’s (1994) description of the way in which emotions enter into practical reasoning involving mental rehearsal. This will enable me to defend a novel explanation of the motivations underlying pretence.|
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