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  1. When Representations Conflict with Reality: The Preschooler's Problem with False Beliefs and “False” Photographs.D. Zaitchik - 1990 - Cognition 35 (1):41-68.
  • Beliefs About Beliefs: Representation and Constraining Function of Wrong Beliefs in Young Children's Understanding of Deception.H. Wimmer - 1983 - Cognition 13 (1):103-128.
  • When is Attribution of Beliefs Justified? [P&W].Zenon W. Pylyshyn - 1978 - Behavioral and Brain Sciences 1 (4):592-593.
  • Prospects for a Cognitive Neuropsychology of Autism: Hobson's Choice.Alan M. Leslie & Uta Frith - 1990 - Psychological Review 97 (1):122-131.
  • Pretense and Representation: The Origins of "Theory of Mind.".Alan M. Leslie - 1987 - Psychological Review 94 (4):412-426.
  • The Work of the Imagination.Paul L. Harris - 2000 - Wiley-Blackwell.
    This book demonstrates how children's imagination makes a continuing contribution to their cognitive and emotional development.
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  • The Work of the Imagination.Tamar Szabó Gendler - 2002 - Mind 111 (442):414-418.
  • Explaining Behavior: Reasons in a World of Causes.Fred Dretske - 1988 - MIT Press.
    In this lucid portrayal of human behavior, Fred Dretske provides an original account of the way reasons function in the causal explanation of behavior.
  • Does the Autistic Child Have a “Theory of Mind”?Simon Baron-Cohen, Alan M. Leslie & Uta Frith - 1985 - Cognition 21 (1):37-46.
    We use a new model of metarepresentational development to predict a cognitive deficit which could explain a crucial component of the social impairment in childhood autism. One of the manifestations of a basic metarepresentational capacity is a ‘ theory of mind ’. We have reason to believe that autistic children lack such a ‘ theory ’. If this were so, then they would be unable to impute beliefs to others and to predict their behaviour. This hypothesis was tested using Wimmer (...)
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  • On Sense and Reference.Gottlob Frege - 1960 - In Darragh Byrne & Max Kölbel (eds.), Arguing About Language. Routledge. pp. 36--56.
    Equality1 gives rise to challenging questions which are not altogether easy to answer. Is it a relation? A relation between objects, or between names or signs of objects? In my Begriffsschrift I assumed the latter. The reasons which seem to favour this are the following: a = a and a = b are obviously statements of differing cognitive value; a = a holds a priori and, according to Kant, is to be labeled analytic, while statements of the form a = (...)
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  • Languages of Art: An Approach to a Theory of Symbols.Nelson Goodman - 1968 - Bobbs-Merrill.
    . . . Unlike Dewey, he has provided detailed incisive argumentation, and has shown just where the dogmas and dualisms break down." -- Richard Rorty, The Yale Review.
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  • Understanding the Representational Mind.Josef Perner - 1991 - Cambridge: MIT Press.
    A model of writing in cognitive development, Understanding the Representational Mind synthesizes the burgeoning literature on the child’s theory of mind to provide an integrated account of children’s understanding of representational and mental processes, which is crucial in their acquisition of our commonsense psychology. Perner describes experimental work on children’s acquisition of a theory of mind and representation, offers a theoretical account of this acquisition, and gives examples of how the increased sophistication in children’s theory of mind improves their understanding (...)
  • Languages of Art.Nelson Goodman - 1970 - Philosophy and Rhetoric 3 (1):62-63.
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