David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Consciousness and Cognition 12 (4):777-782 (2003)
Research on children's developing theories of mind has contributed to our understanding of the developmental relation of self and action (1) by exploring the relation of the development of self knowledge to the development of knowledge of others' minds and (2) by investigating the relation between theory of mind development and the development of action control. We argue that evidence on theory of mind reasoning in children with deficient action control (ADHD-diagnosed children) is especially relevant to the second issue and we present some first evidence supporting the bi-directional hypothesis, that is, the view that theory of mind leads to improved action control which in turn supports the ability to represent mental states on-line.
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Alison Gopnik (1993). How We Know Our Minds: The Illusion of First-Person Knowledge of Intentionality. Behavioral and Brain Sciences 16 (1):1.
G. Gergeley & C. Csibra (2003). ÔTeleological Reasoning in Infancy: The Naı Ve Theory of Rational ActionÕ. Trends in Cognitive Sciences 7.
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