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  1. Hannes Rakoczy (forthcoming). Comparative Metaphysics: The Development of Representing Natural and Normative Regularities in Human and Non-Human Primates. Phenomenology and the Cognitive Sciences:1-15.
    How do human children come up to carve up and think of the world around them in its most general and abstract structure? And to which degree are these general forms of viewing the world shared by other animals, notably by non-human primates? In response to these questions of what could be called comparative metaphysics, this paper discusses new evidence from developmental and comparative research to argue for the following picture: human children and non-human primates share a basic framework of (...)
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  2. Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello (forthcoming). Young Children Understand and Defend the Entitlements of Others. Journal of Experimental Child Psychology.
    Human social life is structured by social norms creating both obligations and entitlements. Recent research has found that young children enforce simple obligations against norm violators by protesting. It is not known, however, whether they understand entitlements in the sense that they will actively object to a second party attempting to interfere in something that a third party is entitled to do — what we call counter-protest. In two studies, we found that 3-year-old children understand when a person is entitled (...)
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  3. Ella Fizke, Dana Barthel, Thomas Peters & Hannes Rakoczy (2014). Executive Function Plays a Role in Coordinating Different Perspectives, Particularly When One's Own Perspective is Involved. Cognition 130 (3):315-334.
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  4. Hannes Rakoczy, Annette Clüver, Liane Saucke, Nicole Stoffregen, Alice Gräbener, Judith Migura & Josep Call (2014). Apes Are Intuitive Statisticians. Cognition 131 (1):60-68.
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  5. Stephen Butterfill, Ian Apperly, Hannes Rakoczy, Shannon Spaulding & Tadeusz Zawidzki, Symposium on S. Butterfill and I. Apperly, "How to Construct a Minimal Theory of Mind". Mind and Language Symposia at the Brains Blog.
  6. Marco Fh Schmidt, Hannes Rakoczy & Michael Tomasello (2012). Young Children Enforce Social Norms Selectively Depending on the Violator's Group Affiliation. Cognition 124 (3):325-333.
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  7. Federico Rossano, Hannes Rakoczy & Michael Tomasello (2011). Young Children's Understanding of Violations of Property Rights. Cognition 121 (2):219-227.
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  8. Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello (2011). Young Children Attribute Normativity to Novel Actions Without Pedagogy or Normative Language. Developmental Science 14 (3):530-539.
    Young children interpret some acts performed by adults as normatively governed, that is, as capable of being performed either rightly or wrongly. In previous experiments, children have made this interpretation when adults introduced them to novel acts with normative language (e.g. ‘this is the way it goes’), along with pedagogical cues signaling culturally important information, and with social-pragmatic marking that this action is a token of a familiar type. In the current experiment, we exposed children to novel actions with no (...)
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  9. Emily Wyman & Hannes Rakoczy (2011). Social Conventions, Institutions, and Human Uniqueness: Lessons From Children and Chimpanzees. In Welsch Wolfgang, Singer Wolf & Wunder Andre (eds.), Interdisciplinary Anthropology. Springer. 131--156.
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  10. Hannes Rakoczy (2010). From Thought to Language to Thought: Towards a Dialectical Picture of the Development of Thinking and Speaking. Grazer Philosophische Studien 81 (1):77-103.
    Lingualism claims there is no thought without language. At the other end of the theoretical spectrum, strong nativist 'Language of Thought' theories hold that public language is inessential to private thought. For an adequate empirical description of the ontogeny of thought and language, however, we need an intermediate position recognizing the dialectical interplay between pre-linguistic thought, language acquisition and the development of full-fledged linguistic reason. In this article recent findings from developmental and comparative psychology are reviewed that highlight the need (...)
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  11. Hannes Rakoczy (2009). Creations of the Mind: Theories of Artifacts and Their Representation. Philosophical Psychology 22 (3):401-406.
  12. Hannes Rakoczy & Michael Tomasello (2009). Done Wrong or Said Wrong? Young Children Understand the Normative Directions of Fit of Different Speech Acts. Cognition 113 (2):205-212.
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  13. Natacha Mendes, Hannes Rakoczy & Josep Call (2008). Ape Metaphysics: Object Individuation Without Language. Cognition 106 (2):730-749.
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  14. Hannes Rakoczy (2008). Pretence as Individual and Collective Intentionality. Mind and Language 23 (5):499-517.
    Abstract: Focusing on early child pretend play from the perspective of developmental psychology, this article puts forward and presents evidence for two claims. First, such play constitutes an area of remarkable individual intentionality of second-order intentionality (or 'theory of mind'): in pretence with others, young children grasp the basic intentional structure of pretending as a non-serious fictional form of action. Second, early social pretend play embodies shared or collective we-intentionality. Pretending with others is one of the ontogenetically primary instances of (...)
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  15. Hannes Rakoczy & Michael Tomasello (2008). Kollektive Intentionalität und kulturelle Entwicklung. Deutsche Zeitschrift für Philosophie 56 (3):401-410.
    Neueste Ergebnisse vergleichender Kognitionsforschung werden im Hinblick auf ihre Relevanz für einzigartig menschliches kulturelles Lernern diskutiert. Während menschliche Kleinkinder und andere Primaten ähnliche Fähigkeiten individueller Intentionalität entwickeln, liegt der Kern spezifisch menschlicher Kognition in kollektiver Intentionalität, so eine zentrale These. Das Verhältnis von vorsprachlicher Kognition und Sprache wird thematisiert unter Rückgriff auf verschiedene Positionen der jüngsten analytischen Philosophie.
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  16. Michael Tomasello & Hannes Rakoczy (2003). What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality. Mind and Language 18 (2):121-147.