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  1. Joint Attention: Normativity and Sensory Modalities.Antonio Scarafone - forthcoming - Topoi:1-12.
    Joint attention is typically conceptualized as a robust psychological phenomenon. In philosophy, this apparently innocuous assumption leads to the problem of accounting for the “openness” of joint attention. In psychology, it leads to the problem of justifying alternative operationalizations of joint attention, since there does not seem to be much which is psychologically uniform across different joint attentional engagements. Contrary to the received wisdom, I argue that joint attention is a social relationship which normatively regulates the attentional states of two (...)
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  • Why Not Just Features? Reconsidering Infants’ Behavior in Individuation Tasks.Frauke Hildebrandt, Jan Lonnemann & Ramiro Glauer - 2020 - Frontiers in Psychology 11.
  • Sortals, bodies, and variables. A critique of Quine’s theory of reference.Ramiro Glauer & Frauke Hildebrandt - 2022 - Synthese 200 (4):1-21.
    Among the philosophical accounts of reference, Quine’s The Roots of Reference stands out in offering an integrated account of the acquisition of linguistic reference and object individuation. Based on a non-referential ability to distinguish bodies, the acquisition of sortals and quantification are crucial steps in learning to refer to objects. In this article, we critically re-assess Quine’s account of reference. Our critique will proceed in three steps with the aim of showing that Quine effectively presupposes what he sets out to (...)
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  • No facts without perspectives.Ramiro Glauer & Frauke Hildebrandt - 2020 - Synthese 199 (1-2):3825-3851.
    Perner and Roessler Causing human action: new perspectives on the causal theory of action, MIT Press, Cambridge, MA, pp 199–228, 2010) hold that children who do not yet have an understanding of subjective perspectives, i.e., mental states, explain actions by appealing to objective facts. In this paper, we criticize this view. We argue that in order to understand objective facts, subjects need to understand perspectives. By analysing basic fact-expressing assertions, we show that subjects cannot refer to facts if they do (...)
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