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Attending to and learning about mental states

In P. Mitchell & Kevin J. Riggs (eds.), Children's Reasoning and the Mind. Psychology Press/Taylor & Francis. pp. 229--252 (2000)

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  1. Communication and Folk Psychology.Richard Breheny - 2006 - Mind and Language 21 (1):74-107.
    Prominent accounts of language use (those of Grice, Lewis, Stalnaker, Sperber and Wilson among others) have viewed basic communicative acts as essentially involving the attitudes of the participating agents. Developmental data poses a dilemma for these accounts, since it suggests children below age four are competent communicators but would lack the ability to conceptualise communication if philosophers and linguists are right about what communication is. This paper argues that this dilemma is quite serious and that these prominent accounts would be (...)
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  • The Phenomenology and Development of Social Perspectives.Thomas Fuchs - 2013 - Phenomenology and the Cognitive Sciences 12 (4):655-683.
    The paper first gives a conceptual distinction of the first, second and third person perspectives in social cognition research and connects them to the major present theories of understanding others (simulation, interaction and theory theory). It then argues for a foundational role of second person interactions for the development of social perspectives. To support this thesis, the paper analyzes in detail how infants, in particular through triangular interactions with persons and objects, expand their understanding of perspectives and arrive at a (...)
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  • Interpreting Autism: A Critique of Davidson on Thought and Language.Kristin Andrews - 2002 - Philosophical Psychology 15 (3):317-332.
    Donald Davidson's account of interpretation purports to be a priori , though I argue that the empirical facts about interpretation, theory of mind, and autism must be considered when examining the merits of Davidson's view. Developmental psychologists have made plausible claims about the existence of some people with autism who use language but who are unable to interpret the minds of others. This empirical claim undermines Davidson's theoretical claims that all speakers must be interpreters of other speakers and that one (...)
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  • Constructing an Understanding of Mind: The Development of Children's Social Understanding Within Social Interaction.Jeremy I. M. Carpendale & Charlie Lewis - 2004 - Behavioral and Brain Sciences 27 (1):79-96.
    Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about (...)
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  • Cultural Effect on Perspective Taking in Chinese–English Bilinguals.Kevin K. S. Luk, Wen S. Xiao & Him Cheung - 2012 - Cognition 124 (3):350-355.
    Some recent evidence has suggested that perspective taking skills in everyday life situations may differ across cultural groups. In the present study, we investigated this effect via culture priming in a group of Chinese-English bilingual adults in the context of a communication game. Results showed that the participants made more perspective taking errors when interpreting the game instruction under the Western than the Chinese primes. The findings suggest that the ability to assume others' mental states not only can be used (...)
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  • Non-Linearities in Theory-of-Mind Development.Els M. A. Blijd-Hoogewys & Paul L. C. van Geert - 2017 - Frontiers in Psychology 7.
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  • Acquiring an Understanding of Design: Evidence From Children's Insight Problem Solving.Margaret Anne Defeyter & Tim P. German - 2003 - Cognition 89 (2):133-155.
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  • What is Seen and What is Not Seen in the Economy: An Effect of Our Evolved Psychology.Pascal Boyer & Michael Bang Petersen - 2018 - Behavioral and Brain Sciences 41.
    Specific features of our evolved cognitive architecture explain why some aspects of the economy are “seen” and others are “not seen.” Drawing from the commentaries of economists, psychologists, and other social scientists on our original proposal, we propose a more precise model of the acquisition and spread of folk-beliefs about the economy. In particular, we try to provide a clearer delimitation of the field of folk-economic beliefs and to dispel possible misunderstandings of the role of variation in evolutionary psychology. We (...)
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  • Two Reasons to Abandon the False Belief Task as a Test of Theory of Mind.Paul Bloom - 2000 - Cognition 77 (1):25-31.
  • Competence and Performance in Belief-Desire Reasoning Across Two Cultures: The Truth, the Whole Truth and Nothing but the Truth About False Belief?Amir Amin Yazdi, Tim P. German, Margaret Anne Defeyter & Michael Siegal - 2006 - Cognition 100 (2):343-368.
  • Understanding Children's and Adults' Limitations in Mental State Reasoning.Paul Bloom - 2004 - Trends in Cognitive Sciences 8 (6):255-260.
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