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  1. Action-based versus cognitivist perspectives on socio-cognitive development: culture, language and social experience within the two paradigms.Robert Mirski & Arkadiusz Gut - 2020 - Synthese 197 (12):5511-5537.
    Contemporary research on mindreading or theory of mind has resulted in three major findings: There is a difference in the age of passing of the elicited-response false belief task and its spontaneous–response version; 15-month-olds pass the latter while the former is passed only by 4-year-olds. Linguistic and social factors influence the development of the ability to mindread in many ways. There are cultures with folk psychologies significantly different from the Western one, and children from such cultures tend to show different (...)
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  • RECkoning with Representational Apriorism in Evolutionary Cognitive Archaeology.Duilio Garofoli - 2018 - Phenomenology and the Cognitive Sciences 17 (5):973-995.
    In evolutionary cognitive archaeology, the school of thought associated with the traditional framework has been deeply influenced by cognitivist intuitions, which have led to the formulation of mentalistic and disembodied cognitive explanations to address the emergence of artifacts within the archaeological record of ancient hominins. Recently, some approaches in this domain have further enforced this view, by arguing that artifacts are passive means to broadcast/perpetuate meanings that are thoroughly internal to the mind. These meanings are conveyed either in the form (...)
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  • What is the Role of Experience in Children's Success in the False Belief Test: Maturation, Facilitation, Attunement or Induction?Marco Fenici - 2017 - Mind and Language 32 (3):308-337.
    According to a widely shared view, experience plays only a limited role in children's acquisition of the capacity to pass the false belief test: at most, it facilitates or attunes the development of mindreading abilities from infancy to early childhood. Against the facilitation—and also the maturation—hypothesis, I report empirical data attesting that children and even adults never come to understand false beliefs when deprived of proper social and linguistic interaction. In contrast to the attunement hypothesis, I argue that alleged mindreading (...)
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  • Folk Psychology as a Theory.Ian Martin Ravenscroft - 2008 - Stanford Encyclopedia of Philosophy.
    Many philosophers and cognitive scientists claim that our everyday or "folk" understanding of mental states constitutes a theory of mind. That theory is widely called "folk psychology" (sometimes "commonsense" psychology). The terms in which folk psychology is couched are the familiar ones of "belief" and "desire", "hunger", "pain" and so forth. According to many theorists, folk psychology plays a central role in our capacity to predict and explain the behavior of ourselves and others. However, the nature and status of folk (...)
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  • How Children Approach the False Belief Test: Social Development, Pragmatics, and the Assembly of Theory of Mind.Marco Fenici - 2022 - Phenomenology and the Cognitive Sciences 21 (1):181-201.
    Evidence from the knowledge access task and the diverse belief task suggests that, before age four, children may find it difficult to attribute false beliefs to others, despite demonstrating a basic comprehension of the concept of belief. Challenging this view, this article assumes a sociopragmatic perspective on language to argue that even children younger than four may not understand at all the concept of belief but may nevertheless master naïvely the pragmatics of belief reports in specific conversational contexts. The proposal (...)
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  • The Origins of Mindreading: How Interpretive Socio-Cognitive Practices Get Off the Ground.Marco Fenici & Tadeusz Wieslaw Zawidzki - 2020 - Synthese (9):1-23.
    Recent accounts of mindreading—i.e., the human capacity to attribute mental states to interpret, explain, and predict behavior—have suggested that it has evolved through cultural rather than biological evolution. Although these accounts describe the role of culture in the ontogenetic development of mindreading, they neglect the question of the cultural origins of mindreading in human prehistory. We discuss four possible models of this, distinguished by the role they posit for culture: the standard evolutionary psychology model, the individualist empiricist model, the cultural (...)
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  • Basic Social Cognition Without Mindreading: Minding Minds Without Attributing Contents.Daniel Hutto - 2017 - Synthese 194 (3):827-846.
    This paper argues that mind-reading hypotheses, of any kind, are not needed to best describe or best explain basic acts of social cognition. It considers the two most popular MRHs: one-ToM and two-ToM theories. These MRHs face competition in the form of complementary behaviour reading hypotheses. Following Buckner, it is argued that the best strategy for putting CBRHs out of play is to appeal to theoretical considerations about the psychosemantics of basic acts of social cognition. In particular, need-based accounts that (...)
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  • Infants Generalize Beliefs Across Individuals.Kimberly Burnside, Cassandra Neumann & Diane Poulin-Dubois - 2020 - Frontiers in Psychology 11.
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  • A Simple Explanation of Apparent Early Mindreading: Infants’ Sensitivity to Goals and Gaze Direction.Marco Fenici - 2015 - Phenomenology and the Cognitive Sciences 14 (3):497-515.
    According to a widely shared interpretation, research employing spontaneous-response false belief tasks demonstrates that infants as young as 15 months attribute (false) beliefs. In contrast with this conclusion, I advance an alternative reading of the empirical data. I argue that infants constantly form and update their expectations about others’ behaviour and that this ability extends in the course of development to reflect an appreciation of what others can and cannot see. These basic capacities account for infants’ performance in spontaneous-response false (...)
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