Abstract

Theory-of-mind (TOM) competence is under-specified in Carpendale & Lewis's (C&L's) account. In the neo-Vygotskian alternative outlined below, TOM development is driven by the internalisation of dialogic exchanges which preserve the triadic intentional relations of interactions within the epistemic triangle. On this view, TOM competence stems from children's ability to operate flexibly with the multiple perspectives manifested in internalised dialogue.