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  1. Anger Communication in Deaf Children.Carolien Rieffe & Mark Meerum Terwogt - 2006 - Cognition and Emotion 20 (8):1261-1273.
  • The Interplay Between Theory of Mind and Social Emotional Functioning in Adolescents With Communication and Language Problems.Lidy Smit, Harry Knoors, Daan Hermans, Ludo Verhoeven & Constance Vissers - 2019 - Frontiers in Psychology 10.
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  • Embodied Social Cognition.Shannon Spaulding - 2011 - Philosophical Topics 39 (1):141-162.
    In this paper I evaluate embodied social cognition, embodied cognition’s account of how we understand others. I identify and evaluate three claims that motivate embodied social cognition. These claims are not specific to social cognition; they are general hypotheses about cognition. As such, they may be used in more general arguments for embodied cognition. I argue that we have good reasons to reject these claims. Thus, the case for embodied social cognition fails. Moreover, to the extent that general arguments for (...)
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  • Social Cognition, Language Acquisition and the Development of the Theory of Mind.Jay L. Garfield, Candida C. Peterson & Tricia Perry - 2001 - Mind and Language 16 (5):494–541.
  • Theories of Mind and 'the Commonsense View'.Cynthia Macdonald - 2002 - Mind and Language 17 (5):467-488.
  • Constructing an Understanding of Mind: The Development of Children's Social Understanding Within Social Interaction.Jeremy I. M. Carpendale & Charlie Lewis - 2004 - Behavioral and Brain Sciences 27 (1):79-96.
    Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about (...)
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  • Making Folk Psychology Explicit.Derek W. Strijbos & Leon C. de Bruin - 2012 - Philosophia 40 (1):139-163.
    One of the central explananda in the debate on social cognition is the interpretation of other people in terms of reasons for action. There is a growing dissatisfaction among participants in the debate concerning the descriptive adequacy of the traditional belief-desire model of action interpretation. Applying this model as an explanatory model at the subpersonal level threatens to leave the original explanandum largely unarticulated. Against this background we show how Brandom’s deontic scorekeeping model can be used as a valuable descriptive (...)
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  • The Theory of Mind Module in Evolutionary Psychology.Philip Gerrans - 2002 - Biology and Philosophy 17 (3):305-321.
  • On the Spatial Foundations of the Conceptual System and Its Enrichment.Jean M. Mandler - 2012 - Cognitive Science 36 (3):421-451.
    A theory of how concept formation begins is presented that accounts for conceptual activity in the first year of life, shows how increasing conceptual complexity comes about, and predicts the order in which new types of information accrue to the conceptual system. In a compromise between nativist and empiricist views, it offers a single domain-general mechanism that redescribes attended spatiotemporal information into an iconic form. The outputs of this mechanism consist of types of spatial information that we know infants attend (...)
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  • Attribution of Beliefs by 13-Month-Old Infants.Dan Sperber & Stefania Caldi - unknown
    In two experiments, we investigated whether 13-month-old infants expect agents to behave in a way consistent with information to which they have been exposed. Infants watched animations in which an animal was either provided information or prevented from gathering information about the actual location of an object. The animal then searched successfully or failed to retrieve it. Infants’ looking times suggest that they expected searches to be effective when—and only when—the agent had had access to the relevant information. This result (...)
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  • The Simulating Social Mind: The Role of the Mirror Neuron System and Simulation in the Social and Communicative Deficits of Autism Spectrum Disorders.Vilayanur S. Ramachandran - unknown
    The mechanism by which humans perceive others differs greatly from how humans perceive inanimate objects. Unlike inanimate objects, humans have the distinct property of being “like me” in the eyes of the observer. This allows us to use the same systems that process knowledge about self-performed actions, self-conceived thoughts, and self-experienced emotions to understand actions, thoughts, and emotions in others. The authors propose that internal simulation mechanisms, such as the mirror neuron system, are necessary for normal development of recognition, imitation, (...)
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  • Chimpanzees Know What Others Know, but Not What They Believe.Juliane Kaminski, Josep Call & Michael Tomasello - 2008 - Cognition 109 (2):224-234.
  • Darwin's Mistake: Explaining the Discontinuity Between Human and Nonhuman Minds.Derek C. Penn, Keith J. Holyoak & Daniel J. Povinelli - 2008 - Behavioral and Brain Sciences 31 (2):109-130.
    Over the last quarter century, the dominant tendency in comparative cognitive psychology has been to emphasize the similarities between human and nonhuman minds and to downplay the differences as (Darwin 1871). In the present target article, we argue that Darwin was mistaken: the profound biological continuity between human and nonhuman animals masks an equally profound discontinuity between human and nonhuman minds. To wit, there is a significant discontinuity in the degree to which human and nonhuman animals are able to approximate (...)
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  • Labelling Improves False Belief Understanding: A Training Study.Elisabet Serrat Sellabona, Carles Rostán Sánchez, Eduard Vallès Majoral, Moisès Esteban Guitart, Francesc Sidera Caballero & Jèssica Serrano Ortiz - unknown
    A total of 104 children aged between 41 and 47 months were selected to study the relationship between language and false belief understanding. Participants were assigned to four different training conditions: discourse, labelling, control, and sentential complements. Post-test results showed an improvement in children"s false belief understanding in the discourse and the labelling conditions, but not in the sentential complements with non-deceptive objects or the control group. Furthermore, the most remarkable improvement in false belief understanding occurred in the labelling group. (...)
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  • La lecture de pensée pour débutants.Philip Gerrans - 2006 - Philosophiques 33 (1):125-145.
    Some evolutionary psychologists (EP) are strong nativists about Theory of Mind (TOM). They argue that the development of specialised cognitive competence required for TOM requires genetic specification of the developmental trajectory of a specialised cognitive system. EP arrives at this conclusion via conceptual arguments concerning the inadequacy of blank slate neuroconstructivism (strong neuroconstructivism) and empirical evidence from developmental and neuropsychology. I argue that the correct understanding of the conceptual argument applied to the case of TOM supports a moderate form of (...)
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  • Sellarsian Synopsis: Integrating the Images.Jay L. Garfield - 2012 - Humana Mente 5 (21).
    Most discussion of Sellars’ deployment of the distinct images of “man-in-the-world” in Philosophy and the Scientific Image of Man focus entirely on the manifest and the scientific images. But the original image is important as well. In this essay I explore the importance of the original image to the Sellarsian project of naturalizing epistemology, connecting Sellars’ insights regarding this image to recent work in cognitive development.
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  • Belief is Prior to Knowledge.David Rose - 2015 - Episteme 12 (3):385-399.
    Orthodoxy has it that knowledge is a composite of belief and non-mental factors. However, Timothy Williamson suggests that orthodoxy implies that the concept of belief is acquired before the concept of knowledge, whereas developmental data suggest the reverse. More recently, Jennifer Nagel reviews the psychological evidence, building a psychological case that the concept of knowledge emerges prior to belief. I assess the psychological state of the art and find support for the opposite conclusion. Overall the empirical evidence supports the orthodox (...)
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  • Psycho-Practice, Psycho-Theory and the Contrastive Case of Autism: How Practices of Mind Become Second-Nature.Victoria McGeer - 2001 - Journal of Consciousness Studies 8 (5-7):109-132.
    In philosophy, the last thirty years or so has seen a split between 'simulation theorists' and 'theory-theorists', with a number of variations on each side. In general, simulation theorists favour the idea that our knowledge of others is based on using ourselves as a working model of what complex psychological creatures are like. Theory-theorists claim that our knowledge of complex psychological creatures, including ourselves, is theoretical in character and so more like our knowledge of the world in general. The body (...)
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  • Interacting with Fictions: The Role of Pretend Play in Theory of Mind Acquisition.Merel Semeijn - 2019 - Review of Philosophy and Psychology 10 (1):113-132.
    Pretend play is generally considered to be a developmental landmark in Theory of Mind acquisition. The aim of the present paper is to offer a new account of the role of pretend play in Theory of Mind development. To this end I combine Hutto and Gallagher’s account of social cognition development with Matravers’ recent argument that the cognitive processes involved in engagement with narratives are neutral regarding fictionality. The key contribution of my account is an analysis of pretend play as (...)
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  • Matched False-Belief Performance During Verbal and Nonverbal Interference.James Dungan & Rebecca Saxe - 2012 - Cognitive Science 36 (6):1148-1156.
    Language has been shown to play a key role in the development of a child’s theory of mind, but its role in adult belief reasoning remains unclear. One recent study used verbal and nonverbal interference during a false-belief task to show that accurate belief reasoning in adults necessarily requires language (Newton & de Villiers, 2007). The strength of this inference depends on the cognitive processes that are matched between the verbal and nonverbal inference tasks. Here, we matched the two interference (...)
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  • Restrictive Materialism and the Propositional Attitudes.Bennett Holman - 2011 - Philosophia 39 (1):61-70.
    It has been argued that naturalizing the mind will result in the elimination of the ontology of folk psychology (e.g. beliefs and desires). This paper draws from a wide range of empirical literature, including from developmental and cross-cultural psychology, in building an argument for a position dubbed restrictive materialism . The position holds that while the ontology of folk psychology is overextended, there is a restricted domain in which the application of the folk ontology remains secure. From the evidence of (...)
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  • Mindreading Beyond Belief: A More Comprehensive Conception of How We Understand Others.Shannon Spaulding - 2018 - Philosophy Compass 13 (11):e12526.
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  • Language and Auditory Processing in Autism.Michael Siegal & Mark Blades - 2003 - Trends in Cognitive Sciences 7 (9):378-380.
  • What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality.Michael Tomasello & Hannes Rakoczy - 2003 - Mind and Language 18 (2):121-147.