Abstract

In the context of two examples from child conversation the author exemplifies the kinds of attributional process that can be uncovered through detailed examination of interaction. Although these processes implicate an orientation to psychological states by the child their specification does not depend on claims regarding the child’s cognitive processes. Nevertheless this specification can have a bearing on the adequacy of theories of cognitive processes, by locating competences that such theories should be able to account for. These issues are related to research on ‘theory of mind’, discursive psychology and Vygotskyan psychology.