26 found
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  1.  19
    Language and Thought: Aspects of a Cognitive Theory of Semantics.David R. Olson - 1970 - Psychological Review 77 (4):257-273.
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  2.  5
    The Mind on Paper: Reading, Consciousness and Rationality.David R. Olson - 2016 - Cambridge University Press.
    Although the importance of literacy is widely acknowledged in society and remains at the top of the political agenda, writing has been slow to establish a place in the cognitive sciences. Olson argues that to understand the cognitive implications of literacy, it is necessary to see reading and writing as providing access to and consciousness of aspects of language, such as phonemes, words and sentences, that are implicit and unconscious in speech. Reading and writing create a system of metarepresentational concepts (...)
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  3.  25
    The Role of Concepts in Perception and Inference.David R. Olson & Janet Wilde Astington - 1993 - Behavioral and Brain Sciences 16 (1):65-66.
  4.  15
    What Writing Is.David R. Olson - 2001 - Pragmatics and Cognition 9 (2):239-258.
    Writing bears an uncertain relation to speech. Either it is treated as a largely autonomous medium of communication or it is treated as a simple adjunct, cipher, image or record of speech. This paper offers a compromise arguing that writing exploits a special and distinctive property of speech, namely, that of quotation. Quotation suspends the contextual, deictic, and illocutionary features of ordinary speech to create a quasi-autonomous linguistic form to which normal referential and intentional features of speech no longer apply. (...)
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  5.  6
    What Writing Is.David R. Olson - 2001 - Pragmatics and Cognition 9 (2):239-258.
    Writing bears an uncertain relation to speech. Either it is treated as a largely autonomous medium of communication or it is treated as a simple adjunct, cipher, image or record of speech. This paper offers a compromise arguing that writing exploits a special and distinctive property of speech, namely, that of quotation. Quotation suspends the contextual, deictic, and illocutionary features of ordinary speech to create a quasi-autonomous linguistic form to which normal referential and intentional features of speech no longer apply. (...)
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  6.  20
    Writing, the Discovery of Language, and the Discovery of Mind.David R. Olson - 2013 - Dialogue and Universalism 23 (1):9-14.
    In the 1960s claims were made about the role of literacy in restructuring the mind. While those claims were frequently criticized, this paper revives the claim by showing that reading and writing require a new consciousness of properties of language, properties relevant to a distinctive modes of literate thought.
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  7.  81
    Self-Ascription of Intention: Responsibility, Obligation and Self-Control.David R. Olson - 2007 - Synthese 159 (2):297 - 314.
    In the late preschool years children acquire a "theory of mind", the ability to ascribe intentional states, including beliefs, desires and intentions, to themselves and others. In this paper I trace how children's ability to ascribe intentions is derived from parental attempts to hold them responsible for their talk and action, that is, the attempt to have their behavior meet a normative standard or rule. Self-control is children's developing ability to take on or accept responsibility, that is, the ability to (...)
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  8. Minds in the Making Essays in Honor of David R. Olson.David R. Olson & Janet W. Astington - 2000
     
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  9.  17
    Theory of Mind in Young Human Primates: Does Heyes's Task Measure It?Deepthi Kamawar & David R. Olson - 1998 - Behavioral and Brain Sciences 21 (1):122-123.
    Three- to six-year-olds were given Heyes's proposed task and theory of mind tasks. Although they correlated, Heyes's was harder; only 50% of participants with a theory of mind reached a criterion of 75% correct. Because of the complex series of inferences involved in Heyes's task, it is possible that one could have a theory of mind and fail Heyes's version.
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  10. Children's Acquisition of Metalinguistic and Metacognitive Verbs.David R. Olson & Janet W. Astington - 1986 - In William Demopoulos (ed.), Language Learning and Concept Acquisition. Ablex. pp. 184--199.
     
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  11.  16
    Literacy and the Languages of Rationality.David R. Olson - 2013 - Pragmatics and Cognition 21 (3):431-447.
    Literacy, specifically the use of writing for rational purposes, adds a new dimension to the traditional problem of the relation between language, thought and rationality. Central to rational thought are the logical relations expressed by such terms as “is”, “or”, “and” and “not”. Whereas some see these concepts as fundamental and innate, it is here argued that such terms exhibit a diverse range of uses in speech and thought but through literacy and education they become explicit objects of thought and (...)
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  12.  19
    The Written Representation of Negation.David R. Olson - 1997 - Pragmatics and Cognition 5 (2):235-252.
    While negatives are fundamental to the functioning of human languages and while they are acquired extremely early by children, there is some evidence that an aware-ness of the logical and representational functions of negation is late to develop and may depend in part on the invention of notational means for representing it. This hypothesis is explored by reference to the presence or absence of notations for negation in the world's writing systems, the acquisition of notational devices for representing negation by (...)
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  13.  10
    Literacy and the Languages of Rationality.David R. Olson - 2013 - Pragmatics and Cognition 21 (3):431-447.
    Literacy, specifically the use of writing for rational purposes, adds a new dimension to the traditional problem of the relation between language, thought and rationality. Central to rational thought are the logical relations expressed by such terms as “is”, “or”, “and” and “not”. Whereas some see these concepts as fundamental and innate, it is here argued that such terms exhibit a diverse range of uses in speech and thought but through literacy and education they become explicit objects of thought and (...)
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  14.  47
    Writing and the Mind.David R. Olson & Marcelo Dascal - 2013 - Pragmatics and Cognition 21 (3):425-430.
  15. Making Sense: What It Means to Understand.David R. Olson - 2022 - Cambridge University Press.
    Understanding, as Descartes, Locke and Kant all insisted, is the primary 'faculty' of the mind; yet our modern sciences have been slow to advance a clear and testable account of what it means to understand, of children's acquisition of this concept and, in particular, how children come to ascribe understanding to themselves and others. By drawing together developmental and philosophical theories, this book provides a systematic account of children's concept of understanding and places understanding at the heart of children's 'theory (...)
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  16. 8 Spatial Cognition: The Mental.David R. Olson & Ellen Bialystok - 1982 - In B. De Gelder (ed.), Knowledge and Representation. Routledge & Kegan Paul. pp. 121.
  17.  14
    Writing and the Mind.David R. Olson & Marcelo Dascal - 2013 - Pragmatics and Cognition 21 (3):425-430.
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  18.  15
    Understanding That Looking Causes Knowing.David R. Olson & Bruce Homer - 1996 - Behavioral and Brain Sciences 19 (1):135-135.
    Barresi & Moore provide an impressive account of how the coordination of first and third person information about the self and other could produce an account of intentional relations. They are less explicit as to how the child comes to understand the basic epistemic relation between experience and knowledge, that is, how informational access causes belief. We suggest one route.
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  19.  12
    In What Sense Does Intelligence Underlie an Intelligent Performance?David R. Olson - 1984 - Behavioral and Brain Sciences 7 (2):296.
  20.  13
    A Structuralist View of Explanation: A Critique of Brainerd.David R. Olson - 1978 - Behavioral and Brain Sciences 1 (2):197-199.
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  21.  9
    Literacy, Language and Learning.David R. Olson, Nancy Torrance & Angela Hildyard - 1986 - British Journal of Educational Studies 34 (2):207-208.
  22.  9
    Taxing Memory: Writing, Memory, and Conceptual Change.David R. Olson - 1996 - Behavioral and Brain Sciences 19 (1):158-158.
  23.  9
    Where Redescriptions Come From.David R. Olson - 1994 - Behavioral and Brain Sciences 17 (4):725-725.
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  24.  8
    Spatial Development.David R. Olson - 1993 - Behavioral and Brain Sciences 16 (2):249-249.
  25.  4
    Reflections.Paul Schilder, Learned Hand, Solomon Maimon, David R. Olson & Jerome S. Bruner - 1981 - Thinking: The Journal of Philosophy for Children 2 (3-4):33-37.
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  26.  7
    Cultural Learning and Educational Process.David R. Olson & Janet Wilde Astington - 1993 - Behavioral and Brain Sciences 16 (3):531-532.