In this paper, I hope to show how a recent theory in the philosophy of mind concerning how we ‘read’ the minds of others – namely, Heal’s version of simulation theory – is consistent with the view that the kind of understanding we bring to bear on the irrational is different in kind from the way we understand one another in the course of everyday life. I shall attempt to show that Heal’s version of simulation theory (co-cognition) is to be (...) favoured over its rival ‘theory theories’ in the light of its accommodation of deeply irrational mental states. I claim that simulation theory preserves an asymmetry of psychological explanation which is not similarly preserved by a theory theory account, and I argue that this preservation of asymmetry is an advantage of Heal’s account. (shrink)

A comprehensive account of human kindness.

A commentary on a target article by Alison Gopnik (1993) How we know our minds: the illusion of first-person knowledge of intentionality. Focusing on evidence of how children acquire a theory of mind, this commentary argues that there are internal inconsistencies in theories that both argue for the functional role of conscious experiences and the irreducibility of those experiences to third-person viewable information processing.

One of the central explananda in the debate on social cognition is the interpretation of other people in terms of reasons for action. There is a growing dissatisfaction among participants in the debate concerning the descriptive adequacy of the traditional belief-desire model of action interpretation. Applying this model as an explanatory model at the subpersonal level threatens to leave the original explanandum largely unarticulated. Against this background we show how Brandom’s deontic scorekeeping model can be used as a valuable descriptive (...) tool for making folk psychology explicit. Following Brandom’s non-formalist and non-mentalistic account of reason discourse, we suggest that the process of making sense of others is best captured as proceeding from a ‘factive’ baseline. According to this picture the ascription of beliefs and desires is not the default interpretation strategy, but rather the result of prior scaffolding of the agent’s deontic score. We close by discussing Brandom’s model in the light of empirical findings on the ontogeny of reason attribution. (shrink)

Can phenomenological evidence play a decisive role in accepting or rejecting social cognition theories? Is it the case that a theory of social cognition ought to explain and be empirically supported by our phenomenological experience? There is serious disagreement about the answers to these questions. This paper aims to determine the methodological role of phenomenology in social cognition debates. The following three features are characteristic of evidence capable of playing a substantial methodological role: novelty, reliability, and relevance. I argue that (...) phenomenological evidence lacks all three criteria and, consequently, should not play a substantial role in debates about social cognition. (shrink)

Disagreeing with others about how to interpret a social interaction is a common occurrence. We often find ourselves offering divergent interpretations of others’ motives, intentions, beliefs, and emotions. Remarkably, philosophical accounts of how we understand others do not explain, or even attempt to explain such disagreements. I argue these disparities in social interpretation stem, in large part, from the effect of social categorization and our goals in social interactions, phenomena long studied by social psychologists. I argue we ought to expand (...) our accounts of how we understand others in order to accommodate these data and explain how such profound disagreements arise amongst informed, rational, well-meaning individuals. (shrink)

What would be an adequate theory of social understanding? In the last decade, the philosophical debate has focused on Theory Theory, Simulation Theory and Interaction Theory as the three possible candidates. In the following, we look carefully at each of these and describe its main advantages and disadvantages. Based on this critical analysis, we formulate the need for a new account of social understanding. We propose the Person Model Theory as an independent new account which has greater explanatory power compared (...) to the existing theories. (shrink)

Three experiments investigating children's understanding of inference as a source of knowledge and beliefs were used to determine whether children use a theory in understanding the mind. A child watched while a sweet was placed in a box whereas a doll was merely given a message about which sweet had been transferred. Children were asked to judge whether the doll knew the colour of the sweet in the box and what colour the do6 would think the sweet was. The main (...) finding was that children tended to say the doll would hold a false belief about the colour of the sweet whenever the doll had not looked in the box. This result is easily reconciled with the theory view as a drive for coherence within the different aspects (knowledge and belier predictions) of the child's theory of mind. The result is contrary to the simulation view because children were generally good at‘inputting’or taking account of the relevant information (i.e. the doll's knowledge of the sweets’colours and the message to the doll), because children assessed their own beliefs quite differently from the doll's beliefs, and because contrary to the default assumptions set out by Harris (1991) children found it easier to assign a false belief to the doll than to assign a true belief. (shrink)

In accounting for the way we explain and predict behavior, two major positions are the theory-theory and the simulation theory. Recently, several authors have advocated a hybrid position, where elements of both theory and simulation are part of the account. One popular strategy for incorporating simulation is to note that we sometimes assign mental states to others by performing cognitive operations in ourselves that mirror what has occurred in the target. In this article, I argue that this way of thinking (...) about simulation is misguided. The confusion stems from a failure to appreciate how the application of any internal theory, including folk psychology, requires the employment of other cognitive sub-systems and mechanisms. Just as we need to use our visual system to see what another person is seeing, so too we sometimes need to use our own internal sub-systems to ascertain facts about another's mental states. In many such cases, our cognitive mechanisms are used more as ?fact-finders? rather than as simulators. After spelling all this out, I offer two ways to demarcate cognitive processes that are real simulation from those that are simply used in the application of a theory. (shrink)

In this paper, I will argue that two kinds of first-person-oriented content are distinguished in more ways than usually thought and I propose an account that will shed new light on the distinction. The first kind consists of contents of attitudes de se (in a broad sense); the second kind consists of contents that give rise to intuitions of relative truth. I will present new data concerning the two kinds of first-person-oriented content, together with a novel account of propositional content (...) in general, namely based on the notion of an attitudinal object. That notion solves two major problems with Lewis's account of contents of attitudes de se and clarifies the difference between contents of attitudes de se and contents that give rise to intuitions of relative truth. I will propose an analysis of contents of the second kind in terms of what I call firstperson-based genericity, a form of genericity most explicitly expressed by sentences with generic one. I show how the overall account explains the particular semantic properties of sentences giving rise to intuitions of relative truth that distinguish them from sentences with expressions interpreted de se. I will start by introducing Lewis's account of attitudes de se and the problems that go along with that account. Introducing the notion of an attitudinal object, I will extend the account by an account of the truth conditions of the content of attitudes de se. I then discuss the second kind of first-person-oriented content, which is associated with intuitions of relative truth, and give an account of such contents on the basis of an analysis of generic one. Again making use of attitudinal objects, I will make clear what exactly distinguishes those contents from first-person-oriented contents of the first sort. (shrink)

In recent work on context­dependency, it has been argued that certain types of sentences give rise to a notion of relative truth. In particular, sentences containing predicates of personal taste and moral or aesthetic evaluation as well as epistemic modals are held to express a proposition (relative to a context of use) which is true or false not only relative to a world of evaluation, but other parameters as well, such as standards of taste or knowledge or an agent. Thus, (...) a sentence like chocolate tastes good would express a proposition p that is true or false not only at a world of evaluation, but relative to the additional parameter as well, such as a parameter of taste or an agent. I will argue that the sentences that apparently give rise to relative truth should be understood by relating them in a certain way to the first person. More precisely, such sentences express what I will call first­person­based genericity, a form of generalization that is based on or directed toward an essential first­person application of the predicate. The account differs from standard relative truth account in crucial respects: it is not the truth of the proposition expressed that is relative to the first person; the proposition expressed by a sentence with a predicate of taste rather has absolute truth conditions. Instead it is the propositional content itself that requires a first­personal cognitive access whenever it is entertained. This account, I will argue, avoids a range of problems that standard relative truth theories of the sentences in question face and explains a number of further peculiarities that such sentences display. (shrink)

Since its inception the ‘mindblindness’ theory of autism has greatly furthered our understanding of the core social-communication impairments in autism spectrum conditions . However, one of the more subtle issues within the theory that needs to be elaborated is the role of the ‘self’. In this article, we expand on mindblindness in ASC by addressing topics related to the self and its central role in the social world and then review recent research in ASC that has yielded important insights by (...) contrasting processes relating to both self and other. We suggest that new discoveries lie ahead in understanding how self and other are interrelated and/or distinct, and how understanding atypical self-referential and social-cognitive mechanisms may lead to novel ideas as to how to facilitate social-communicative abilities in ASC. (shrink)