10 found
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  1.  5
    Adaptive Modelling and Mindreading.Donald M. Peterson & Kevin J. Riggs - 1999 - Mind and Language 14 (1):80–112.
    This paper sets out to give sufficient detail to the notion of mental simulation to allow an appraisal of its contribution to ‘mindreading’ in the context of the ‘false-belief tasks’ used in developmental psychology. We first describe the reasoning strategy of ‘modified derivation’, which supports counterfactual reasoning. We then give an analysis of the logical structure of the standard false-belief tasks. We then show how modified derivation can be used in a hybrid strategy for mindreading in these tasks. We then (...)
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  2.  19
    Children's Reasoning and the Mind.P. Mitchell & Kevin J. Riggs (eds.) - 2000 - Psychology Press/Taylor & Francis.
    This book offers a thorough investigation into the development of the cognitive processes that underpin judgements about mental states (often termed 'theory of ...
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  3.  1
    Seeing Triggers Acting, Hearing Does Not Trigger Saying: Evidence From Children's Weak Inhibition.Andrew Simpson, Nick R. Cooper, Helge Gillmeister & Kevin J. Riggs - 2013 - Cognition 128 (2):103-112.
  4.  53
    Relating Developments in Children's Counterfactual Thinking and Executive Functions.Sarah L. Gorniak, Kevin J. Riggs & Sarah R. Beck - 2009 - Thinking and Reasoning 15 (4):337-354.
    The performance of 93 children aged 3 and 4 years on a battery of different counterfactual tasks was assessed. Three measures: short causal chains, location change counterfactual conditionals, and false syllogisms—but not a fourth, long causal chains—were correlated, even after controlling for age and receptive vocabulary. Children's performance on our counterfactual thinking measure was predicted by receptive vocabulary ability and inhibitory control. The role that domain general executive functions may play in 3- to 4-year olds' counterfactual thinking development is discussed.
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  5.  25
    Thinking Developmentally About Counterfactual Possibilities.Kevin J. Riggs & Sarah R. Beck - 2007 - Behavioral and Brain Sciences 30 (5-6):463-463.
    Byrne implies that working memory development underpins children's ability to represent counterfactuals as possibilities at 3 to 4 years of age. Recent findings suggest that (1) developments in the ability to consider alternatives to reality in children of this age are underpinned by improvements in inhibitory control, not working memory, and (2) children do not develop an understanding of counterfactuals as possibilities until mid-childhood.
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  6.  8
    Defending Simulation Theory Against the Argument From Error.Timothy L. Short & Kevin J. Riggs - 2016 - Mind and Language 31 (2):248-262.
    We defend the Simulation Theory of Mind against a challenge from the Theory Theory of Mind. The challenge is that while Simulation Theory can account for Theory of Mind errors, it cannot account for their systematic nature. There are Theory of Mind errors seen in social psychological research with adults where persons are either overly generous or overly cynical in how rational they expect others to be. There are also Theory of Mind errors observable in developmental data drawn from Maxi-type (...)
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  7.  16
    Thinking Harder About False Belief.Kevin J. Riggs - 2005 - Trends in Cognitive Sciences 9 (9):410-411.
  8.  12
    Conditional Reasoning and Emotional Experience: A Review of the Development of Counterfactual Thinking. [REVIEW]Sarah R. Beck, Daniel P. Weisberg, Patrick Burns & Kevin J. Riggs - 2014 - Studia Logica 102 (4):673-689.
    What do human beings use conditional reasoning for? A psychological consequence of counterfactual conditional reasoning is emotional experience, in particular, regret and relief. Adults’ thoughts about what might have been influence their evaluations of reality. We discuss recent psychological experiments that chart the relationship between children’s ability to engage in conditional reasoning and their experience of counterfactual emotions. Relative to conditional reasoning, counterfactual emotions are late developing. This suggests that children need not only competence in conditional reasoning, but also to (...)
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  9.  3
    Parallels Between Action‐Object Mapping and Word‐Object Mapping in Young Children.Kevin J. Riggs, Emily Mather, Grace Hyde & Andrew Simpson - 2016 - Cognitive Science 40 (4):992-1006.
    Across a series of four experiments with 3- to 4-year-olds we demonstrate how cognitive mechanisms supporting noun learning extend to the mapping of actions to objects. In Experiment 1 the demonstration of a novel action led children to select a novel, rather than a familiar object. In Experiment 2 children exhibited long-term retention of novel action-object mappings and extended these actions to other category members. In Experiment 3 we showed that children formed an accurate sensorimotor record of the novel action. (...)
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  10.  5
    Parallels Between Action‐Object Mapping and Word‐Object Mapping in Young Children.Kevin J. Riggs, Emily Mather, Grace Hyde & Andrew Simpson - 2016 - Cognitive Science 40 (1).
    Across a series of four experiments with 3- to 4-year-olds we demonstrate how cognitive mechanisms supporting noun learning extend to the mapping of actions to objects. In Experiment 1 the demonstration of a novel action led children to select a novel, rather than a familiar object. In Experiment 2 children exhibited long-term retention of novel action-object mappings and extended these actions to other category members. In Experiment 3 we showed that children formed an accurate sensorimotor record of the novel action. (...)
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