The pattern of impairments exhibited by some individuals on the autism spectrum appears to challenge the relevance-theoretic account of metaphor ( Carston, 1996, 2002 ; Sperber and Wilson, 2002 ; Sperber and Wilson, 2008 ). A subset of people on the autism spectrum have near-normal syntactic, phonological, and semantic abilities while having severe difficulties with the interpretation of metaphor, irony, conversational implicature, and other pragmatic phenomena. However, Relevance Theory treats metaphor as importantly unlike phenomena such as conversational implicature or irony (...) and like instances of ordinary literal speech. In this paper, I show how Relevance Theory can account for the prima facie incongruity between its treatment of metaphor and the case of individuals with autism. (shrink)

Executive function has become an important concept in explanations of psychiatric disorders, but we currently lack comprehensive models of normal executive function and of its malfunctions. Here we illustrate how defeasible logical analysis can aid progress in this area. We illustrate using autism and attention deficit hyperactivity disorder (ADHD) as example disorders, and show how logical analysis reveals commonalities between linguistic and non-linguistic behaviours within each disorder, and how contrasting sub-components of executive function are involved across disorders. This analysis reveals (...) how logical analysis is as applicable to fast, automatic and unconscious reasoning as it is to slow deliberate cogitation. (shrink)

Executive function has become an important concept in explanations of psychiatric disorders, but we currently lack comprehensive models of normal executive function and of its malfunctions. Here we illustrate how defeasible logical analysis can aid progress in this area. We illustrate using autism and attention deficit hyperactivity disorder (ADHD) as example disorders, and show how logical analysis reveals commonalities between linguistic and non-linguistic behaviours within each disorder, and how contrasting sub-components of executive function are involved across disorders. This analysis reveals (...) how logical analysis is as applicable to fast, automatic and unconscious reasoning as it is to slow deliberate cogitation. (shrink)

This article has two aims. The first is to introduce some novel data that highlight rather surprising pragmatic abilities in autism spectrum disorder (ASD). The second is to consider a possible implication of these data for an emerging empirical methodology in philosophy of language and mind.

According to the dominant position among philosophers of language today, we can legitimately ascribe determinate contents to natural language sentences, independently of what the speaker actually means. This view contrasts with that held by ordinary language philosophers fifty years ago: according to them, speech acts, not sentences, are the primary bearers of content. François Recanati argues for the relevance of this controversy to the current debate about semantics and pragmatics. Is 'what is said' determined by linguistic conventions, or is it (...) an aspect of 'speaker's meaning'? Do we need pragmatics to fix truth-conditions? What is 'literal meaning'? To what extent is semantic composition a creative process? How pervasive is context-sensitivity? Recanati provides an original and insightful defence of 'contextualism', and offers an informed survey of the spectrum of positions held by linguists and philosophers working at the semantics/pragmatics interface. (shrink)

Our objectives in this article are to bring some theoretical order into developmental sequences and simultaneities in children’s ability to appreciate multiple labels for single objects, to reason with identity statements, to reason hypothetically, counterfactually, and with beliefs and desires, and to explain why an ‘implicit’ understanding of belief occurs before an ‘explicit’ understanding. The central idea behind our explanation is the emerging grasp of how objects of thought and desire relate to real objects and to each other. To capture (...) this idea we make use of the notion of discourse referents, as did Perner and Brandl (2005), to explain the developmental link between understanding beliefs and alternative naming. We present confirming evidence of the prediction from this analysis that children should have comparable problems with understanding identity statements. We explain the precociously correct answers in ‘implicit’ false belief tests based on indirect measures in the following way: From infancy children are able to keep track of other people’s experiences, to reason about counterfactual circumstances, and to reason about goal-directed (rational) action depending on given circumstances. Indirect tasks reduce the bias to use actual circumstances for reasoning about goal directed action compared to the traditional task, which leads to more correct answers. An emerging metarepresentational understanding helps overcome these biases and enables not only correct action prediction but also the explanation of erroneous actions. The common metarepresentational element explains why false belief tasks and the alternative naming task are mastered at the same time as children understand identity statements. (shrink)

A psychologically plausible analysis of the way we assign illocutionary forces to utterances is formulated using a 'contextualist' analysis of what is said. The account offered makes use of J. L. Austin's distinction between phatic acts (sentence meaning), locutionary acts (contextually determined what is said), illocutionary acts, and perolocutionary acts. In order to avoid the conflation between illocutionary and perlocutionary levels, assertive, directive and commissive illocutionary forces are defined in terms of inferential potential with respect to the common ground. Illocutionary (...) forces are conceived as automatic but optional components of the process of interpretation. (shrink)

This article has two aims. The first is to introduce some novel data that highlight rather surprising pragmatic abilities in autism spectrum disorder (ASD). The second is to consider a possible implication of these data for an emerging empirical methodology in philosophy of language and mind. In pursuing the first aim, we expect our main audience to be clinicians and linguists interested in pragmatics. It is when we turn to methodological issues that we hope to pique the interest of philosophers. (...) Still, the methodological issue becomes pressing precisely because of the empirical finding—thus the first part is important for the philosophical readers as well. The game plan is as follows. Given our intended dual audience, we begin with background on autism and pragmatics. Some of this material will be familiar to some of our readership, but few will know all of it. (Those who do are invited to skip these sections.) We then present some results from our pilot study on a corpus of speech by people with ASD. The heart of our finding is that certain speakers with ASD, who have severe trouble with familiar pragmatic phenomena such as metaphor and conversational implicature, exhibit surprising abilities with respect to what is often called “pragmatic determinants of what is said.” We turn next to a possible implication of this finding: It seems to suggest that hitherto seemingly promising evidence from ASD about the semantics/pragmatics boundary is.. (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.

In Mindblindness, Simon Baron-Cohen presents a model of the evolution and development of "mindreading." He argues that we mindread all the time, effortlessly, automatically, and mostly unconsciously. It is the natural way in which we interpret, predict, and participate in social behavior and communication. We ascribe mental states to people: states such as thoughts, desires, knowledge, and intentions. Building on many years of research, Baron-Cohen concludes that children with autism, suffer from "mindblindness" as a result of a selective impairment in (...) mindreading. For these children, the world is essentially devoid of mental things. Baron-Cohen develops a theory that draws on data from comparative psychology, from developmental, and from neuropsychology. He argues that specific neurocognitive mechanisms have evolved that allow us to mindread, to make sense of actions, to interpret gazes as meaningful, and to decode "the language of the eyes." A Bradford Book. (shrink)

In this original and provocative account of the evolutionary origins of human communication, Michael Tomasello connects the fundamentally cooperative structure of human communication (initially discovered by Paul Grice) to the especially ...

CHAPTER Simulation theory and mental concepts Alvin I. Goldman Rutgers University. Folk psychology and the TT-ST debate The study of folk psychology, ...

This book is a comprehensive development and defense of one of the guiding assumptions of evolutionary psychology: that the human mind is composed of a large number of semi-independent modules. The Architecture of the Mind has three main goals. One is to argue for massive mental modularity. Another is to answer a 'How possibly?' challenge to any such approach. The first part of the book lays out the positive case supporting massive modularity. It also outlines how the thesis should best (...) be developed, and articulates the notion of 'module' that is in question. Then the second part of the book takes up the challenge of explaining how the sorts of flexibility and creativity that are distinctive of the human mind could possibly be grounded in the operations of a massive number of modules.Peter Carruthers's third aim is to show how the various components of the mind are likely to be linked and interact with one another - indeed, this is crucial to demonstrating how the human mind, together with its familiar capacities, can be underpinned by a massively modular set of mechanisms. He outlines and defends the basic framework of a perception / belief / desire / planning / motor-control architecture, as well as detailing the likely components and their modes of connectivity. Many specific claims about the place within this architecture of natural language, of a mind-reading system, and others are explained and motivated. A number of novel proposals are made in the course of these discussions, one of which is that creative human thought depends upon a prior kind of creativity of action.Written with unusual clarity and directness, and surveying an extensive range of research in cognitive science, this book will be essential reading for anyone with an interest in the nature and organization of the mind. (shrink)

An examination of the controversial "theory of mind" hypothesis, which states that children with autism are unable to comprehend other people's mental states. The theory relates to the most fundamental questions of normal development as well as to autism i.

This paper examines the response offered by Robert Gordon to the question how an interpreter can reach the correct content of others'psychological states. It exposes the main problems raised by Gordon's proposal, and provides a tentative solution that emphasizes the structuring role of counterfactual reasoning in embedding simulations and deriving facts that are holding across them.