David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Mind and Language 22 (3):215–245 (2007)
It has been found that children appreciate the limited substitutability of co-referential terms in opaque contexts a year or two after they pass false belief tasks (e.g. Apperly and Robinson, 1998, 2001, 2003). This paper aims to explain this delay. Three- to six-year-old children were tested with stories where a protagonist was either only partially informed or had a false belief about a particular object. Only a few children had problems predicting the protagonist’s action based on his partial knowledge, when he was only partially informed about a property of the desired object (e.g. he knew that it was a Lego® block, but not that it was a red Lego® block). But many had problems making the correct action prediction when he was only partially informed about dual identities (e.g. he knew it was a dog, but not that it was also an eraser). About as many children made an incorrect action prediction for partial knowledge problems involving dual identity as answered higher-order belief questions incorrectly. In contrast many more children answered first-order false belief questions correctly, as many as correct action predictions when the protagonist was partially informed about a property of an object. The results support the claim that children have a specific problem with dual identity, rather than a broader problem representing partial knowledge.
|Keywords||No keywords specified (fix it)|
No categories specified
(categorize this paper)
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
I. Apperly (1998). Children's Mental Representation of Referential Relations. Cognition 67 (3):287-309.
Simon Blackburn (2008). The Oxford Dictionary of Philosophy. Oxford ;Oxford University Press.
Gennaro Chierchia & Sally McConnell-Ginet (2000). Meaning and Grammar: An Introduction to Semantics. Mit Press.
Eve V. Clark (1997). Conceptual Perspective and Lexical Choice in Acquisition. Cognition 64 (1):1-37.
Sarah Hulme, Peter Mitchell & David Wood (2003). Six-Year-Olds' Difficulties Handling Intensional Contexts. Cognition 87 (2):73-99.
Citations of this work BETA
No citations found.
Similar books and articles
Haruo Kikuno, Peter Mitchell & Fenja Ziegler (2007). How Do Young Children Process Beliefs About Beliefs?: Evidence From Response Latency. Mind and Language 22 (3):297–316.
Glyn W. Humphreys & M. Jane Riddoch (2007). How to Define an Object: Evidence From the Effects of Action on Perception and Attention. Mind and Language 22 (5):534–547.
Rachel Keen & Elizabeth S. Spelke, Young Children's Representations of Spatial and Functional Relations Between Objects.
Sean Crawford (1998). In Defence of Object-Dependent Thoughts. Proceedings of the Aristotelian Society 98 (2):201-210.
Josef Perner, Susan R. Leekam, Deborah Myers, Shalini Davis & Nicola Odgers, Misrepresentation and Referential Confusion: Children's Difficulty with False Beliefs and Outdated Photographs.
Jose Bermudez (2007). The Object Properties Model of Object Perception: Between the Binding Model and the Theoretical Model. Journal of Consciousness Studies 14 (s 9-10):43-65.
Josef Perner, Bibiane Rendl & Alan Garnham (2007). Objects of Desire, Thought, and Reality: Problems of Anchoring Discourse Referents in Development. Mind and Language 22 (5):475–513.
Matthew Van Cleave (2010). Linguistic Practice and False-Belief Tasks. Mind & Language 25 (3):298-328.
Added to index2009-01-28
Total downloads8 ( #179,239 of 1,102,092 )
Recent downloads (6 months)1 ( #306,622 of 1,102,092 )
How can I increase my downloads?