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  1. Intuitive expectations and the detection of mental disorder: A cognitive background to folk-psychiatries.Pascal Boyer - 2011 - Philosophical Psychology 24 (1):95-118.
    How do people detect mental dysfunction? What is the influence of cultural models of dysfunction on this detection process? The detection process as such is not usually researched as it falls between the domains of cross-cultural psychiatry and anthropological ethno-psychiatry . I provide a general model for this “missing link” between behavior and cultural models, grounded in empirical evidence for intuitive psychology. Normal adult minds entertain specific intuitive expectations about mental function and behavior, and by implication they infer that specific (...)
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  • Emotion Knowledge, Emotion Utilization, and Emotion Regulation.Carroll E. Izard, Elizabeth M. Woodburn, Kristy J. Finlon, E. Stephanie Krauthamer-Ewing, Stacy R. Grossman & Adina Seidenfeld - 2011 - Emotion Review 3 (1):44-52.
    This article suggests a way to circumvent some of the problems that follow from the lack of consensus on a definition of emotion (Izard, 2010; Kleinginna & Kleinginna, 1981) and emotion regulation (Cole, Martin, & Dennis, 2004) by adopting a conceptual framework based on discrete emotions theory and focusing on specific emotions. Discrete emotions theories assume that neural, affective, and cognitive processes differ across specific emotions and that each emotion has particular motivational and regulatory functions. Thus, efforts at regulation should (...)
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  • The Emergence of Words: Attentional Learning in Form and Meaning.Terry Regier - 2005 - Cognitive Science 29 (6):819-865.
    Children improve at word learning during the 2nd year of life—sometimes dramatically. This fact has suggested a change in mechanism, from associative learning to a more referential form of learning. This article presents an associative exemplar-based model that accounts for the improvement without a change in mechanism. It provides a unified account of children's growing abilities to (a) learn a new word given only 1 or a few training trials (“fast mapping”); (b) acquire words that differ only slightly in phonological (...)
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  • The evolution and development of visual perspective taking.Ben Phillips - 2018 - Mind and Language 34 (2):183-204.
    I outline three conceptions of seeing that a creature might possess: ‘the headlamp conception,’ which involves an understanding of the causal connections between gazing at an object, certain mental states, and behavior; ‘the stage lights conception,’ which involves an understanding of the selective nature of visual attention; and seeing-as. I argue that infants and various nonhumans possess the headlamp conception. There is also evidence that chimpanzees and 3-year-old children have some grasp of seeing-as. However, due to a dearth of studies, (...)
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  • Infants' understanding of object-directed action.Ann T. Phillips & Henry M. Wellman - 2005 - Cognition 98 (2):137-155.
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  • Infants recognize similar goals across dissimilar actions involving object manipulation.Eric L. Olofson & Dare Baldwin - 2011 - Cognition 118 (2):258-264.
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  • Understanding the abstract role of speech in communication at 12months.Alia Martin, Kristine H. Onishi & Athena Vouloumanos - 2012 - Cognition 123 (1):50-60.
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  • Do 5-month-old infants see humans as material objects?Valerie A. Kuhlmeier, Paul Bloom & Karen Wynn - 2004 - Cognition 94 (1):95-103.
  • Goal attributions and instrumental helping at 14 and 24 months of age.Kathryn Hobbs & Elizabeth Spelke - 2015 - Cognition 142 (C):44-59.
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  • Who is crossing where? Infants’ discrimination of figures and grounds in events.Tilbe Göksun, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Mutsumi Imai, Haruka Konishi & Hiroyuki Okada - 2011 - Cognition 121 (2):176-195.
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  • Infants’ representations of others’ goals: Representing approach over avoidance.Roman Feiman, Susan Carey & Fiery Cushman - 2015 - Cognition 136 (C):204-214.
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  • The developmental paradox of false belief understanding: a dual-system solution.L. C. De Bruin & A. Newen - 2014 - Synthese 191 (3).
    We explore the developmental paradox of false belief understanding. This paradox follows from the claim that young infants already have an understanding of false belief, despite the fact that they consistently fail the elicited-response false belief task. First, we argue that recent proposals to solve this paradox are unsatisfactory because they (i) try to give a full explanation of false belief understanding in terms of a single system, (ii) fail to provide psychological concepts that are sufficiently fine-grained to capture the (...)
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  • An association account of false belief understanding.L. C. De Bruin & Albert Newen - 2012 - Cognition 123 (2):240-259.
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  • Infants track action goals within and across agents.Jennifer Sootsman Buresh & Amanda L. Woodward - 2007 - Cognition 104 (2):287-314.
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  • Understanding Norms Without a Theory of Mind.Kristin Andrews - 2009 - Inquiry: An Interdisciplinary Journal of Philosophy 52 (5):433-448.
    I argue that having a theory of mind requires having at least implicit knowledge of the norms of the community, and that an implicit understanding of the normative is what drives the development of a theory of mind. This conclusion is defended by two arguments. First I argue that a theory of mind likely did not develop in order to predict behavior, because before individuals can use propositional attitudes to predict behavior, they have to be able to use them in (...)
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