21 found
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  1. Michael Tomasello & Hannes Rakoczy (2003). What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality. Mind and Language 18 (2):121-147.
  2.  35
    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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  3.  2
    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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  4.  40
    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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  5.  41
    Hannes Rakoczy, Tanya Behne, Annette Clüver, Stephanie Dallmann, Sarah Weidner & Michael Waldmann (2015). The Side-Effect Effect in Children Is Robust and Not Specific to the Moral Status of Action Effects. PLoS ONE 10:1-10.
    Adults’ intentionality judgments regarding an action are influenced by their moral evaluation of this action. This is clearly indicated in the so-called side-effect effect: when told about an action (e.g. implementing a business plan) with an intended primary effect (e.g. raise profits) and a foreseen side effect (e.g. harming/helping the environment), subjects tend to interpret the bringing about of the side effect more often as intentional when it is negative (harming the environment) than when it is positive (helping the environment). (...)
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  6.  47
    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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  7.  33
    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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  8.  1
    Hannes Rakoczy, Annette Clüver, Liane Saucke, Nicole Stoffregen, Alice Gräbener, Judith Migura & Josep Call (2014). Apes Are Intuitive Statisticians. Cognition 131 (1):60-68.
  9.  10
    Marco F. H. Schmidt & Hannes Rakoczy (forthcoming). On the Uniqueness of Human Normative Attitudes. In Kurt Bayertz & Neil Roughley (eds.), The normative animal? On the anthropological significance of social, moral and linguistic norms. Oxford University Press
    Humans are normative beings through and through. This capacity for normativity lies at the core of uniquely human forms of understanding and regulating socio-cultural group life. Plausibly, therefore, the hominin lineage evolved specialized social-cognitive, motivational, and affective abilities that helped create, transmit, preserve, and amend shared social practices. In turn, these shared normative attitudes and practices shaped subsequent human phylogeny, constituted new forms of group life, and hence structured human ontogeny, too. An essential aspect of human ontogeny is therefore its (...)
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  10.  25
    Natacha Mendes, Hannes Rakoczy & Josep Call (2008). Ape Metaphysics: Object Individuation Without Language. Cognition 106 (2):730-749.
  11.  6
    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.
  12.  45
    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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  13.  9
    Hannes Rakoczy (forthcoming). In Defense of a Developmental Dogma: Children Acquire Propositional Attitude Folk Psychology Around Age 4. Synthese:1-19.
    When do children acquire a propositional attitude folk psychology or theory of mind? The orthodox answer to this central question of developmental ToM research had long been that around age 4 children begin to apply “belief” and other propositional attitude concepts. This orthodoxy has recently come under serious attack, though, from two sides: Scoffers complain that it over-estimates children’s early competence and claim that a proper understanding of propositional attitudes emerges only much later. Boosters criticize the orthodoxy for underestimating early (...)
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  14.  3
    Stefanie Keupp, Christin Bancken, Jelka Schillmöller, Hannes Rakoczy & Tanya Behne (2016). Rational Over-Imitation: Preschoolers Consider Material Costs and Copy Causally Irrelevant Actions Selectively. Cognition 147:85-92.
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  15.  9
    Hannes Rakoczy (2015). Comparative Metaphysics: The Development of Representing Natural and Normative Regularities in Human and Non-Human Primates. Phenomenology and the Cognitive Sciences 14 (4):683-697.
    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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  16.  8
    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.
  17.  27
    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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  18.  7
    Hannes Rakoczy (2009). Creations of the Mind: Theories of Artifacts and Their Representation. Philosophical Psychology 22 (3):401-406.
  19.  1
    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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  20. Jana Samland, Marina Josephs, Michael R. Waldmann & Hannes Rakoczy (2016). The Role of Prescriptive Norms and Knowledge in Children’s and Adults’ Causal Selection. Journal of Experimental Psychology: General 145 (2):125-130.
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  21. 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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