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  1. Do children understand the mind by means of a simulation or a theory? Evidence from their understanding of inference.Ted Ruffman - 1996 - Mind and Language 11 (4):388-414.
    Three experiments investigating children's understanding of inference as a source of knowledge and beliefs were used to determine whether children use a theory in understanding the mind. A child watched while a sweet was placed in a box whereas a doll was merely given a message about which sweet had been transferred. Children were asked to judge whether the doll knew the colour of the sweet in the box and what colour the do6 would think the sweet was. The main (...)
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  • Metacognition and metarepresentation: Is a self-directed theory of mind a precondition for metacognition? [REVIEW]Joëlle Proust - 2007 - Synthese 159 (2):271 - 295.
    Metacognition is often defined as thinking about thinking. It is exemplified in all the activities through which one tries to predict and evaluate one’s own mental dispositions, states and properties for their cognitive adequacy. This article discusses the view that metacognition has metarepresentational structure. Properties such as causal contiguity, epistemic transparency and procedural reflexivity are present in metacognition but missing in metarepresentation, while open-ended recursivity and inferential promiscuity only occur in metarepresentation. It is concluded that, although metarepresentations can redescribe metacognitive (...)
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