28 found
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  1. Does the autistic child have a “theory of mind”?Simon Baron-Cohen, Alan M. Leslie & Uta Frith - 1985 - Cognition 21 (1):37-46.
    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 (...)
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  2.  95
    Pretense and representation: The origins of "theory of mind.".Alan M. Leslie - 1987 - Psychological Review 94 (4):412-426.
  3.  53
    Domain specificity in conceptual development: Neuropsychological evidence from autism.Alan M. Leslie & Laila Thaiss - 1992 - Cognition 43 (3):225-251.
  4. Pretending and believing: issues in the theory of ToMM.Alan M. Leslie - 1994 - Cognition 50 (1-3):211-238.
  5.  35
    Do six-month-old infants perceive causality?Alan M. Leslie & Stephanie Keeble - 1987 - Cognition 25 (3):265-288.
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  6. Modularity, development and "theory of mind".Alan M. Leslie & Brian J. Scholl - 1999 - Mind and Language 14 (1):131-153.
    Psychologists and philosophers have recently been exploring whether the mechanisms which underlie the acquisition of ‘theory of mind’ (ToM) are best charac- terized as cognitive modules or as developing theories. In this paper, we attempt to clarify what a modular account of ToM entails, and why it is an attractive type of explanation. Intuitions and arguments in this debate often turn on the role of develop- ment: traditional research on ToM focuses on various developmental sequences, whereas cognitive modules are thought (...)
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  7.  28
    Prospects for a cognitive neuropsychology of autism: Hobson's choice.Alan M. Leslie & Uta Frith - 1990 - Psychological Review 97 (1):122-131.
  8. (1 other version)Indexing and the object concept: developing `what' and `where' systems.Alan M. Leslie, Fei Xu, Patrice D. Tremoulet & Brian J. Scholl - 1998 - Trends in Cognitive Sciences 2 (1):10-18.
  9.  50
    The conceptual underpinnings of pretense: Pretending is not 'behaving-as-if.'.Ori Friedman & Alan M. Leslie - 2007 - Cognition 105 (1):103-124.
    The ability to engage in and recognize pretend play begins around 18 months. A major challenge for theories of pretense is explaining how children are able to engage in pretense, and how they are able to recognize pretense in others. According to one major account, the metarepresentational theory, young children possess both production and recognition abilities because they possess the mental state concept, PRETEND. According to a more recent rival account, the Behavioral theory, young children are behaviorists about pretense, and (...)
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  10. The generative basis of natural number concepts.Alan M. Leslie, Rochel Gelman & C. R. Gallistel - 2008 - Trends in Cognitive Sciences 12 (6):213-218.
    Number concepts must support arithmetic inference. Using this principle, it can be argued that the integer concept of exactly ONE is a necessary part of the psychological foundations of number, as is the notion of the exact equality - that is, perfect substitutability. The inability to support reasoning involving exact equality is a shortcoming in current theories about the development of numerical reasoning. A simple innate basis for the natural number concepts can be proposed that embodies the arithmetic principle, supports (...)
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  11.  43
    Solving belief problems: toward a task analysis.Daniel Roth & Alan M. Leslie - 1998 - Cognition 66 (1):1-31.
  12.  34
    (1 other version)Varieties of off-line simulation.Alan M. Leslie, Shaun Nichols, Stephen P. Stich & David B. Klein - 1996 - In Peter Carruthers & Peter K. Smith (eds.), Theories of Theories of Mind. New York: Cambridge University Press. pp. 39-74.
    In the last few years, off-line simulation has become an increasingly important alternative to standard explanations in cognitive science. The contemporary debate began with Gordon (1986) and Goldman's (1989) off-line simulation account of our capacity to predict behavior. On their view, in predicting people's behavior we take our own decision making system `off line' and supply it with the `pretend' beliefs and desires of the person whose behavior we are trying to predict; we then let the decision maker reach a (...)
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  13. How to acquire a 'representational theory of mind'.Alan M. Leslie - 2000 - In Dan Sperber (ed.), Metarepresentations: A Multidisciplinary Perspective. Oxford University Press USA. pp. 197--223.
  14. (1 other version)Transgressors, victims, and cry babies: Is basic moral judgment spared in autism?Ron Mallon, Alan M. Leslie & Jennifer DiCorcia - unknown - Stanford Encyclopedia of Philosophy.
    of (from Stanford Encyclopedia of Philosophy) forthcoming in Social Neuroscience. [nearly final draft in .pdf] An empirical investigation of moral judgment in autism.
     
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  15.  58
    Is young children’s recognition of pretense metarepresentational or merely behavioral? Evidence from 2- and 3-year-olds’ understanding of pretend sounds and speech.Ori Friedman, Karen R. Neary, Corinna L. Burnstein & Alan M. Leslie - 2010 - Cognition 115 (2):314-319.
  16.  34
    A memory span of one? Object identification in 6.5-month-old infants.Zsuzsa Káldy & Alan M. Leslie - 2005 - Cognition 97 (2):153-177.
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  17.  50
    The Mental Representation of Human Action.Sydney Levine, Alan M. Leslie & John Mikhail - 2018 - Cognitive Science 42 (4):1229-1264.
    Various theories of moral cognition posit that moral intuitions can be understood as the output of a computational process performed over structured mental representations of human action. We propose that action plan diagrams—“act trees”—can be a useful tool for theorists to succinctly and clearly present their hypotheses about the information contained in these representations. We then develop a methodology for using a series of linguistic probes to test the theories embodied in the act trees. In Study 1, we validate the (...)
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  18. Attending to and learning about mental states.Tim P. German & Alan M. Leslie - 2000 - In Peter Mitchell & Kevin John Riggs (eds.), Children's Reasoning and the Mind. Psychology Press/Taylor & Francis. pp. 229--252.
  19.  62
    A developmental shift in processes underlying successful belief‐desire reasoning.Ori Friedman & Alan M. Leslie - 2004 - Cognitive Science 28 (6):963-977.
    Young children’s failures in reasoning about beliefs and desires, and especially about false beliefs, have been much studied. However, there are few accounts of successful belief-desire reasoning in older children or adults. An exception to this is a model in which belief attribution is treated as a process wherein an inhibitory system selects the most likely content for the belief to be attributed from amongst several competing contents [Leslie, A. M., & Polizzi, P. (1998). Developmental Science, 1, 247–254]. We tested (...)
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  20.  40
    Metarepresentation and autism: How not to lose one's marbles.Alan M. Leslie & Uta Frith - 1987 - Cognition 27 (3):291-294.
  21. Knowledge and ability in "theory of mind": A one-eyed overview of a debate.Alan M. Leslie & T. P. German - 1995 - In Paul L. Harris (ed.), Mental Simulation. Cambridge: Blackwell. pp. 123--151.
     
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  22.  37
    Is Implicit Theory of Mind the ‘Real Deal’? The Own‐Belief/True‐Belief Default in Adults and Young Preschoolers.Lu Wang & Alan M. Leslie - 2016 - Mind and Language 31 (2):147-176.
    Recent studies reveal spontaneous implicit false-belief understanding in infancy. But is this early ability genuine theory-of-mind? Spontaneous tasks may allow early success by eliminating the selection-response bias thought to underlie later failure on standard tasks. However, using anticipatory eye gaze, we find the same bias in non-verbal tasks in both preschoolers and adults. We argue that the bias arises from theory-of-mind competence itself and takes the form of a rational prior to attribute one's own belief to others. Our discussion then (...)
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  23.  49
    No (social) construction without (meta-)representation: Modular mechanisms as a basis for the capacity to acquire an understanding of mind.Tim P. German & Alan M. Leslie - 2004 - Behavioral and Brain Sciences 27 (1):106-107.
    Theories that propose a modular basis for developing a “theory of mind” have no problem accommodating social interaction or social environment factors into either the learning process, or into the genotypes underlying the growth of the neurocognitive modules. Instead, they can offer models which constrain and hence explain the mechanisms through which variations in social interaction affect development. Cognitive models of both competence and performance are critical to evaluating the basis of correlations between variations in social interaction and performance on (...)
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  24.  35
    The Role of Victims' Emotions in Preschoolers' Moral Judgments.Deena Skolnick Weisberg & Alan M. Leslie - 2012 - Review of Philosophy and Psychology 3 (3):439-455.
    Do victims’ emotions underlie preschoolers’ moral judgment abilities? Study 1 asked preschoolers (n = 72) to judge actions directed at characters who could and could not feel hurt and who did and did not cry. These judgments took into account only the nature of the action, not the nature of the victim. To further investigate how victims’ emotions might impact children’s moral judgments, Study 2 presented preschoolers (n = 37) with stories that varied in transgression type (Moral, Conventional, or None) (...)
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  25.  35
    Relevance: Communication and Cognition.Alan M. Leslie - 1989 - Mind and Language 4 (1-2):147-150.
  26. Discursive representation in infancy.Alan M. Leslie - 1982 - In B. de Gelder (ed.), Knowledge and Representation. Routledge & Kegan Paul. pp. 80--93.
     
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  27.  59
    Even a theory-theory needs information processing: ToMM, an alternative theory-theory of the child's theory of mind.Alan M. Leslie, Tim P. German & Francesca G. Happé - 1993 - Behavioral and Brain Sciences 16 (1):56-57.
  28.  21
    The interplay between moral actions and moral judgments in children and adults.Janani Prabhakar, Deena Skolnick Weisberg & Alan M. Leslie - 2018 - Consciousness and Cognition 63 (C):183-197.
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