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Charlie Lewis [16]Charlie N. Lewis [1]
  1. Constructing an Understanding of Mind: The Development of Children's Social Understanding Within Social Interaction.Jeremy I. M. Carpendale & Charlie Lewis - 2004 - Behavioral and Brain Sciences 27 (1):79-96.
    Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about (...)
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  2.  3
    Children's Early Understanding of Mind: Origins and Development.Charlie Lewis & Peter Mitchell - 1994 - Psychology Press.
    A major feature of human intelligence is that it allows us to contemplate mental life. Such an understanding is vital in enabling us to function effectively in social groups. This book examines the origins of this aspect of human intelligence. The five sections attempt firstly, to place human development within an evolutionary context, focusing on the possibility of innate components of understanding. The second aim of the book is to examine the roles of early perception, pretence and communication as precursor (...)
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  3.  14
    Representation of the Cardinality Principle: Early Conception of Error in a Counterfactual Test.Norman H. Freeman, Cristina Antonucci & Charlie Lewis - 2000 - Cognition 74 (1):71-89.
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  4.  32
    Why Set-Comparison is Vital in Early Number Learning.Kevin Muldoon, Charlie Lewis & Norman Freeman - 2009 - Trends in Cognitive Sciences 13 (5):203-208.
  5.  62
    Mirroring Cannot Account for Understanding Action.Jeremy I. M. Carpendale & Charlie Lewis - 2008 - Behavioral and Brain Sciences 31 (1):23-24.
    Susan Hurley's shared circuits model (SCM) rightly begins in action and progresses through a series of layers; but it fails to reach action understanding because it relies on mirroring as a driving force, draws on heavily criticized theories, and neglects the need for shared experience in our grasp of social understanding.
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  6. Don't Throw the Baby Out with the Math Water: Why Discounting the Developmental Foundations of Early Numeracy is Premature and Unnecessary.Kevin Muldoon, Charlie Lewis & Norman Freeman - 2008 - Behavioral and Brain Sciences 31 (6):663-664.
    We see no grounds for insisting that, because the concept natural number is abstract, its foundations must be innate. It is possible to specify domain general learning processes that feed into more abstract concepts of numerical infinity. By neglecting the messiness of children's slow acquisition of arithmetical concepts, Rips et al. present an idealized, unnecessarily insular, view of number development.
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  7.  65
    The Social Origin and Moral Nature of Human Thinking.Jeremy I. M. Carpendale, Stuart I. Hammond & Charlie Lewis - 2010 - Behavioral and Brain Sciences 33 (4):334.
    Knobe's laudable conclusion that we make sense of our social world based on moral considerations requires a development account of human thought and a theoretical framework. We outline a view that such a moral framework must be rooted in social interaction.
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  8.  62
    Carruthers' Marvelous Magical Mindreading Machine.Charlie Lewis & Jeremy I. M. Carpendale - 2009 - Behavioral and Brain Sciences 32 (2):152-152.
    Carruthers presents an interesting analysis of confabulation and a clear attack on introspection. Yet his theory-based alternative is a mechanistic view of which neglects the fact that social understanding occurs within a network of social relationships. In particular, the role of language in his model is too simple.
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  9.  14
    The NICHD Investigative Interview Protocol: An Analogue Study.Deirdre A. Brown, Michael E. Lamb, Charlie Lewis, Margaret-Ellen Pipe, Yael Orbach & Missy Wolfman - 2013 - Journal of Experimental Psychology: Applied 19 (4):367-382.
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  10.  29
    Analogy as Relational Priming: The Challenge of Self-Reflection.Andrea Cheshire, Linden J. Ball & Charlie N. Lewis - 2008 - Behavioral and Brain Sciences 31 (4):381-382.
    Despite its strengths, Leech et al.'s model fails to address the important benefits that derive from self-explanation and task feedback in analogical reasoning development. These components encourage explicit, self-reflective processes that do not necessarily link to knowledge accretion. We wonder, therefore, what mechanisms can be included within a connectionist framework to model self-reflective involvement and its beneficial consequences.
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  11.  13
    Constructing Perspectives in the Social Making of Minds.Jeremy I. M. Carpendale, Charlie Lewis, Ulrich Müller & Timothy P. Racine - 2005 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 6 (3):341-358.
    The ability to take others’ perspectives on the self has important psychological implications. Yet the logically and developmentally prior question is how children develop the capacity to take others’ perspectives. We discuss the development of joint attention in infancy as a rudimentary form of perspective taking and critique examples of biological and individualistic approaches to the development of joint attention. As an alternative, we present an activity-based relational perspective according to which infants develop the capacity to coordinate attention with others (...)
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  12.  4
    Tomasello's Tin Man of Moral Obligation Needs a Heart.Jeremy I. M. Carpendale & Charlie Lewis - 2020 - Behavioral and Brain Sciences 43.
    In place of Tomasello's explanation for the source of moral obligation, we suggest that it develops from the concern for others already implicit in the human developmental system. Mutual affection and caring make the development of communication and thinking possible. Humans develop as persons within such relationships and this develops into respect and moral obligation.
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  13.  17
    Constructing Understanding, with Feeling.Jeremy I. M. Carpendale & Charlie Lewis - 2004 - Behavioral and Brain Sciences 27 (1):130-141.
    We explore three types of criticisms of our theory on the development of children's social understanding. We reject suggestions that we offer nothing new to traditional theories of development or recent “social” accounts of “theory of mind.” Second, we take the point that there are grounds for improving our account of dyadic interaction in infancy but reject claims that we have not sufficiently accounted for how we incorporate the notions of criteria and structure into the theory. Third, we accept that (...)
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  14.  8
    Patients' Preference for the Timing and Location of Follow‐Up Following Day Case Arthroscopic Knee Surgery – The Results of a Questionnaire.Peter Hull, Ganaps Perianayagam, Muhammad Korim, Charlie Lewis & Stuart Brooks - 2009 - Journal of Evaluation in Clinical Practice 15 (2):405-407.
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  15.  9
    Constructing Perspectives in the Social Making of Minds.Jeremy Im Carpendale, Charlie Lewis, Ulrich Müller & Timothy P. Racine - 2005 - Interaction Studies 6 (3):341-358.
    The ability to take others’ perspectives on the self has important psychological implications. Yet the logically and developmentally prior question is how children develop the capacity to take others’ perspectives. We discuss the development of joint attention in infancy as a rudimentary form of perspective taking and critique examples of biological and individualistic approaches to the development of joint attention. As an alternative, we present an activity-based relational perspective according to which infants develop the capacity to coordinate attention with others (...)
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  16.  14
    A Mature Second-Person Neuroscience Needs a First-Person (Plural) Developmental Foundation.Charlie Lewis & James Stack - 2013 - Behavioral and Brain Sciences 36 (4):428-429.
    Schilbach et al.'s model assumes that the ability to minds is already present in human infants and therefore falls foul of the very intellectualist problems it attempts to avoid. We propose an alternative relational, action-based account, which attempts to grasp how the individual's construction of knowledge develops within interactions.
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