This is a review of Ruth Garrett Millikan's 1993 book, White Queen Psychology and Other Essays for Alice.

We doubt that theory of mind can be sufficiently demonstrated without reliance on verbal tests. Where language is the major tool of social manipulation, an effective theory of mind must use language as an input. We suspect, therefore, that in this context, prelinguistic human and nonhuman minds are more alike than are human pre- and postlinguistic minds.

Philosophy invariably starts with the attempt to spell out ideas and beliefs that we already hold, whether on topics like time or causality, colour or value, consciousness or free will, democracy or justice or freedom. It may go well beyond such pre-philosophical assumptions in its further developments, regimenting them in unexpected ways, revising them on novel lines, even discarding them entirely in favour of other views. But philosophy always begins with the articulation of ordinary ideas and beliefs. This is where (...) its ladder starts. As the name suggests, articulation requires that the ideas and beliefs articulated were already there waiting to be spelled out, and that identifying them is a matter of analysing.. (shrink)

This paper summarizes the results of 11 separate studies of deaf children’s performance on standard tests of false belief understanding, the results of which combine to show that deaf children from hearing families are likely to be delayed in acquiring a theory of mind. Indeed, these children generally perform no better than autistic individuals of similar mental age. Conversational and neurological explanations for deficits in mental state understanding are considered in relation to recent evidence from studies of deaf, autistic, and (...) normally developing children with varied levels of access to talk about mental states at home with family members during the preschool years. (shrink)

This collection of essays serves both as an introduction to Ruth Millikan’s much-discussed volume Language, Thought, and Other Biological Categories and as an extension and application of Millikan’s central themes, especially in the philosophy of psychology. The title essay discusses meaning rationalism and argues that rationality is not in the head, indeed, that there is no legitimate interpretation under which logical possibility and necessity are known a priori. In other essays, Millikan clarifies her views on the nature of mental representation, (...) explores whether human thought is a product of natural selection, examines the nature of behavior as studied by the behavioral sciences, and discusses the issues of individualism in psychology, psychological explanation, indexicality in thought, what knowledge is, and the realism/antirealism debate. Table of Contents Preface Acknowledgments Introduction 1 In Defense of Proper Functions 2 Propensities, Exaptations, and the Brain 3 Thoughts without Laws 4 Biosemantics 5 On Mentalese Orthography, Part 1 6 Compare and Contrast Dretske, Fodor, and Millikan on Teleosemantics 7 What Is Behavior? A Philosophical Essay on Ethology and Individualism in Psychology, Part 1 8 The Green Grass Growing All Around: A Philosophical Essay on Ethology and Individualism in Psychology, Part 2 9 Explanation in Biopsychology 10 Metaphysical Antirealism? 11 Truth Rules, Hoverflies, and the Kripke-Wittgenstein Paradox 12 Naturalist Reflections on Knowledge 13 The Myth of the Essential Indexical 14 White Queen Psychology; or, The Last Myth of the Given References Index. (shrink)

Autism provides a model for exploring the nature of self‐consciousness: self‐consciousness requires the ability to reflect on mental states, and autism is a disorder with a specific impairment in the neurocognitive mechanism underlying this ability. Experimental studies of normal and abnormal development suggest that the abilities to attribute mental states to self and to others are closely related. Thus inability to pass standard ‘theory of mind’ tests, which refer to others’ false beliefs, may imply lack of self‐consciousness. Individuals who persistently (...) fail these tests may, in the extreme, be unable to reflect on their intentions or to anticipate their own actions. In contrast, individuals with high‐functioning autism or Asperger syndrome often possess a late‐acquired, explicit theory of mind, which appears to be the result of effortful learning. An experimental study with three people with Asperger syndrome suggested that level of performance on standard theory of mind tasks was strongly related to the ability to engage in introspection. Qualitative differences in the introspections of high‐functioning people with autism are also reflected in autobiographical accounts which may give a glimpse of what it is like to be autistic. (shrink)

Through the use of such "folk" concepts as belief, desire, intention, and expectation, Daniel Dennett asserts in this first full scale presentation of...

Little, Brown, 1992 Review by Glenn Branch on Jul 5th 1999 Volume: 3, Number: 27.

This collection of 17 essays by the author offers a comprehensive theory of mind, encompassing traditional issues of consciousness and free will.

For philosophers, the current phase of the debate with which this volume is concerned can be taken to have begun in 1986, when Jane Heal and Robert Gordon published their seminal papers (Heal, 1986; Gordon, 1986; though see also, for example, Stich, 1981; Dennett, 1981). They raised a dissenting voice against what was becoming a philosophical orthodoxy: that our everyday, or folk, understanding of the mind should be thought of as theoretical. In opposition to this picture, Gordon and Heal argued (...) that we are not theorists but simulators. For psychologists, the debate had begun somewhat earlier when Heider (1958) produced his work on lay psychology; and in more recent times the psychological debate had continued in developmental psychology and in work on animal cognition. (shrink)

We use a new model of metarepresentational development to predict a cognitive deficit which could explain a crucial component of the social impairment in childhood autism. One of the manifestations of a basic metarepresentational capacity is a ‘ theory of mind ’. We have reason to believe that autistic children lack such a ‘ theory ’. If this were so, then they would be unable to impute beliefs to others and to predict their behaviour. This hypothesis was tested using Wimmer (...) and Perner’s puppet play paradigm. Normal children and those with Down’s syndrome were used as controls for a group of autistic children. Even though the mental age of the autistic children was higher than that of the controls, they alone failed to impute beliefs to others. Thus the dysfunction we have postulated and demonstrated is independent of mental retardation and specific to autism. (shrink)

Autism continues to fascinate researchers because it is both debilitating in its effects and complex in its nature and origins. The prevalent theory is that autism is primarily characterised by difficulties in understanding mental concepts, but the contributors to this book present new and compelling arguments for an alternative theory. Their research points strongly to the idea that autism is primarily a disorder of "executive functions", those involved in the control of action and thought. As such, the book provides a (...) new and controversial perspective on this important question. (shrink)

Why do children with autism have such trouble developing normal social understanding of other people's feelings? This new edition updates the field by linking autism research to the newest methods for studying the brain.

Critical resistance to traditional empirical methods and the quest for foundational knowledge of human action is widespread. Recognition of theoretical and methodological inadequacies has sparked a search for a more robust conception of human science. This fascinating and carefully reasoned book develops the argument for human science as social construction. Demonstrating that descriptions of human action can neither be derived from nor corrected by scientific observation, Gergen provides a bold interdisciplinary challenge to traditional views, thus clearing the way for significant (...) alterations in scientific practice. In the preface to the Second Edition, Gergen describes the major movements taking place since the First Edit. (shrink)

Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? The Child's Theory of Mind integrates the diverse strands of this rapidly expanding field of study. It charts children's knowledge about a fundamental topic - the mind - and characterizes that developing knowledge as a coherent commonsense theory, strongly advancing the understanding of everyday theories as well as the (...) commonsense theory of mind. Wellman presents evidence that children as young as age three do possess a commonsense theory of mind - that they grasp the distinction between mental constructs and physical entities and that they have an understanding of the relationship between individuals' mental states and their overt actions. He delves in detail into questions about the nature of adults' commonsense theories of mind and about the nature of commonsense theories. Wellman then examines the content of the three-year-old's theory of mind, the nature of children's notions of mind before age three, the changes in the theory during subsequent development from ages three to six, and the young child's conception of mind in comparison with those of older children and adults. Henry M. Wellman is a Professor in the Department of Psychology and the Center for Human Growth and Development at the University of Michigan at Ann Arbor. (shrink)

What makes human beings intentional and thinking subjects? How does their intentionality and thought connect with their social nature and their communal experience? How do the answers to these questions shape the assumptions which it is legitimate to make in social explanation and political evaluation? These are the broad-ranging issues which Pettit addresses in this novel study. The Common Mind argues for an original way of marking off thinking subjects, in particular human beings, from other intentional systems, natural and artificial. (...) It holds by the holistic view that human thought requires communal resources while denying that this social connection compromises the autonomy of individuals. And, in developing the significance of this view of social subjects--this holistic individualism--it outlines a novel framework for social and political theory. Within this framework, social theory is allowed to follow any of a number of paths: space is found for intentional interpretation and decision-theoretic reconstruction, for structural explanation and rational choice derivation. But political theory is treated less ecumenically. The framework raises serious questions about contractarian and atomistic modes of thought and it points the way to a republican rethinking of liberal commitments. (shrink)

This is a new release of the original 1949 edition.

Now in a new edition, this volume updates Davidson's exceptional Inquiries into Truth and Interpretation (1984), which set out his enormously influential philosophy of language. The original volume remains a central point of reference, and a focus of controversy, with its impact extending into linguistic theory, philosophy of mind, and epistemology. Addressing a central question--what it is for words to mean what they do--and featuring a previously uncollected, additional essay, this work will appeal to a wide audience of philosophers, linguists, (...) and psychologists. (shrink)

The doyen of living English philosophers, by these reflections, took hold of and changed the outlook of a good many other philosophers, if not quite enough. He did so, essentially, by assuming that talk of freedom and responsibility is talk not of facts or truths, in a certain sense, but of our attitudes. His more explicit concern was to look again at the question of whether determinism and freedom are consistent with one another -- by shifting attention to certain personal (...) rather than moral attitudes, first of all gratitude and resentment. In the end, he arrived at a kind of Compatibilist or, as he says, Optimist conclusion. That is no doubt a recommendation but not the largest recommendation of this splendidly rich piece of philosophy. (shrink)

1. Introduction For philosophers, the current phase of the debate with which this volume is concerned can be taken to have begun in 1986, when Jane Heal and Robert Gordon published their seminal papers (Heal, 1986; Gordon, 1986; though see also, for example, Stich, 1981; Dennett, 1981). They raised a dissenting voice against what was becoming a philosophical orthodoxy: that our everyday, or folk, understanding of the mind should be thought of as theoretical. In opposition to this picture, Gordon and (...) Heal argued that we are not theorists but simulators. For psychologists, the debate had begun somewhat earlier when Heider (1958) produced his work on lay psychology; and in more recent times the psychological debate had continued in developmental psychology and in work on animal cognition. (shrink)

Once this integrated position is fully in place, the book closes with a postscript on how one might fruitfully view the kind of self-knowledge that is pursued ...

Oliver Sacks MD, Clinical Professor of Neurology at the Albert Einstein College of Medicine in New York, talked with Anthony Freeman during his visit to London in January 1995 to publicize his recently published book An Anthropologist on Mars. The interview is preceded by an overview of the book.