Abstract ?Theory of Mind? (ToM) is widely held to be ubiquitous in our navigation of the social world. Recently this standard view has been contested by phenomenologists and enactivists. Proponents of the ubiquity of ToM, however, accept and effectively neutralize the intuitions behind their arguments by arguing that ToM is mostly sub-personal. This paper proposes a similar move on behalf of the phenomenologists and enactivists: it offers a novel explanation of the intuition that ToM is ubiquitous that is compatible with (...) the rejection of this ubiquity. According to this explanation, we use ToM-talk primarily to model and thereby reconstruct non-mentalizing social-cognitive processes in order to explain our assessment of the behaviour of others. The intuition that ToM is ubiquitous is the result of mistaking the model for the real thing. This explanation is argued to be more complete than the ?ToM-ist? explanation of the intuition that ToM is not ubiquitous. (shrink)

Recently, there has been a resurgence of interest in theories of mindreading. New discoveries in neuroscience have revitalized the languishing debate. The discovery of so-called mirror neurons has revived interest particularly in the Simulation Theory (ST) of mindreading. Both ST proponents and theorists studying mirror neurons have argued that mirror neurons are strong evidence in favor of ST over Theory Theory (TT). In this paper I argue against the prevailing view that mirror neurons are evidence for the ST of mindreading. (...) My view is that on an appropriate construal of their function, mirror neurons do not operate like simulation theorists claim. In fact, mirror neurons are more appropriately understood as one element in an information-rich mindreading process. As such, mirror neurons fit in better with some sort of TT account of mindreading. I offer a positive account, the Model TT, which better explains the role of mirror neurons in social cognition. (shrink)

The theory of mind debate has reached a “hybrid consensus” concerning the status of theory-theory and simulation-theory. Extant hybrid models either specify co-dependency and implementation relations, or distribute mentalizing tasks according to folk-psychological categories. By relying on a non-developmental framework these models fail to capture the central connection between simulation and theory. I propose a “dynamic” hybrid that is informed by recent work on the nature of similarity cognition. I claim that Gentner’s model of structure-mapping allows us to understand simulation (...) as a process in which psychological representations are aligned, causing the spontaneous abstraction of theoretical generalizations about the psychological domain. (shrink)

Since its inception the ‘mindblindness’ theory of autism has greatly furthered our understanding of the core social-communication impairments in autism spectrum conditions . However, one of the more subtle issues within the theory that needs to be elaborated is the role of the ‘self’. In this article, we expand on mindblindness in ASC by addressing topics related to the self and its central role in the social world and then review recent research in ASC that has yielded important insights by (...) contrasting processes relating to both self and other. We suggest that new discoveries lie ahead in understanding how self and other are interrelated and/or distinct, and how understanding atypical self-referential and social-cognitive mechanisms may lead to novel ideas as to how to facilitate social-communicative abilities in ASC. (shrink)

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 (...) their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction. Key Words: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein. (shrink)

In the first section of this paper I argue that the main reason why Daniel Dennett’s Intentional Systems Theory (IST) has been perceived as behaviourist or antirealist is its inability to account for the causal efficacy of the mental. The rest of the paper is devoted to the claim that by emending the theory with a phenomenon called ‘empathic resonance’ (ER), it can account for the various explananda in the mental causation debate. Thus, IST + ER is a much more (...) viable option than IST, even though IST + ER assigns a crucial role to the phenomenology of agency, a role that is incompatible with Dennett’s writings on consciousness. (shrink)

In this paper I argue that there is a viable simulationist account of emotion attribution. However, I also try to say something specific about the form that this account ought to take. I argue that someone who wants to give by a simulationist account of emotion attribution should focus on similarities between emotions and perceptual judgments.

: Stich, Nichols et al. assert that the process of deriving predictions by simulation must be cognitively impenetrable. Hence, they claim, the occurrence of certain errors in prediction provides empirical evidence against simulation theory. But it is false that simulation‐derived prediction must be cognitively impenetrable. Moreover the errors they cite, which are instances of irrationality, are not evidence against the version of simulation theory that takes the central domain of simulation to be intelligible transitions between states with content.

This was originally written and presented at the National Endowment for the Humanities Summer Seminar for College Teachers on Folk Psychology vs. Mental Simulation: How Minds Understand Minds, run by Robert Gordon at the University of Missouri - St. Louis, June-July 1999. It has been only lightly revised since, and should be considered a rough draft. Needless to say, the ideas herein owe a lot to what I learned at the seminar from Robert Gordon and the other participants, particularly Jim (...) Garson. However, any errors are my responsibility alone. (shrink)

It is almost universally agreed that the main business of commonsense psychology is that of providing generally reliable predictions and explanations of the actions of others. In line with this, it is also generally assumed that we are normally at theoretical remove from others such that we are always ascribing causally efficacious mental states to them for the purpose of prediction, explanation and control. Building on the work of those who regard our primary intersubjective interactions as a form of 'embodied (...) practice', I defend a secondpersonal approach in this paper. (shrink)

Many philosophers and cognitive scientists claim that our everyday or "folk" understanding of mental states constitutes a theory of mind. That theory is widely called "folk psychology" (sometimes "commonsense" psychology). The terms in which folk psychology is couched are the familiar ones of "belief" and "desire", "hunger", "pain" and so forth. According to many theorists, folk psychology plays a central role in our capacity to predict and explain the behavior of ourselves and others. However, the nature and status of folk (...) psychology remains controversial. (shrink)

Keeping track of what others believe is a central part of human social cognition. However, the social relevance of those beliefs can vary a great deal. Some belief attributions mostly tell us about what a person is likely to do next. Other belief attributions tell us more about a person's social identity. In this paper, I argue that we cope with this challenge by employing two distinct concepts of belief in our everyday social interactions. The epistemic concept of belief is (...) primarily used to keep track of what other people take to be true, and this informs how we predict and interpret their behaviors. The symbolic concept of belief, in contrast, is primarily used as a means of signaling one's social identity to other members of one's community. In turn, community members closely monitor each other's symbolic beliefs as a means of enforcing social norms. (shrink)

We have various strategies available to us for understanding another person’s state of mind. Cognitive empathy may be achieved by mental simulation, i.e. by imagining yourself in another’s situation and figuring out what you would think and feel in that situation. Alternatively, you could consider all the relevant information about the person’s situation and folk psychology and draw a sophisticated inference to the best explanation of that person’s perspective. In this chapter, I examine the conditions under which we are likely (...) to use these two familiar strategies for cognitive empathy and when they are likely to be effective. In addition, I discuss a third underexplored pattern of reasoning in understanding others. Self-serving goals, such as anxiety reduction, self-esteem, and confirmation of one’s worldview, distort cognitive empathy. I consider these different strategies in light of hybrid theories of cognitive empathy. (shrink)

In How We Understand Others: Philosophy and Social Cognition, Shannon Spaulding develops a novel account of social cognition with pessimistic implications for mindreading accuracy: according to Spaulding, mistakes in mentalizing are much more common than traditional theories of mindreading commonly assume. In this commentary, I push against Spaulding’s pessimism from two directions. First, I argue that a number of the heuristic mindreading strategies that Spaulding views as especially error prone might be quite reliable in practice. Second, I argue that current (...) methods for measuring mindreading performance are not well-suited for the task of determining whether our mental-state attributions are generally accurate. I conclude that any claims about the accuracy or inaccuracy of mindreading are currently unjustified. (shrink)

The main aim of this article is to give an assessment of prediction error minimization as a unifying theoretical framework for the study of social cognition. We show how this framework can be used to synthesize and systematically relate existing data from social cognition research, and explain how it introduces new constraints for further research. We discuss PEM in relation to other theoretical frameworks of social cognition, and identify the main challenges that this approach to social cognition will need to (...) address. (shrink)

Both mindreading and stereotyping are forms of social cognition that play a pervasive role in our everyday lives, yet too little attention has been paid to the question of how these two processes are related. This paper offers a theory of the influence of stereotyping on mental-state attribution that draws on hierarchical predictive coding accounts of action prediction. It is argued that the key to understanding the relation between stereotyping and mindreading lies in the fact that stereotypes centrally involve character-trait (...) attributions, which play a systematic role in the action–prediction hierarchy. On this view, when we apply a stereotype to an individual, we rapidly attribute to her a cluster of generic character traits on the basis of her perceived social group membership. These traits are then used to make inferences about that individual’s likely beliefs and desires, which in turn inform inferences about her behavior. (shrink)

Traditionally, theories of mindreading have focused on the representation of beliefs and desires. However, decades of social psychology and social neuroscience have shown that, in addition to reasoning about beliefs and desires, human beings also use representations of character traits to predict and interpret behavior. While a few recent accounts have attempted to accommodate these findings, they have not succeeded in explaining the relation between trait attribution and belief-desire reasoning. On my account, character-trait attribution is part of a hierarchical system (...) for action prediction, and serves to inform hypotheses about agents’ beliefs and desires, which are in turn used to predict and interpret behavior. (shrink)

A Socio-Linguistic Approach to the Development of Folk Psychology One of the most interesting issues central to folk psychology is how it develops in humans. Over the past few decades, two distinct theories have emerged known as the Theory-Theory and Simulation Theory. Theory-theory supporters argue that children construct theories to explain behavior, while simulation theorists extol the virtues of empathy—putting yourself in another person's shoes. I argue that each position falls short of an adequate account of how folk psychology develops. (...) Instead, explaining behavior is a matter of acquiring folk psychological concepts within a culture and then learning how to deploy such terms with competence. (shrink)

In this article we analyze the strengths and weaknesses of mindreading versus embodied cognition approaches to emotion understanding. In the first part of the article we argue that mindreading explanations of how we understand the emotions of others (TT, ST or hybrid) face a version of the frame problem, i.e. the problem of how to limit the scope of the information that is relevant to mindreading. Also, we show that embodied cognition explanations are able to by-pass this problem because they (...) provide a characterization of social understanding as being essentially situated. However, embodied cognition explanations seem to be limited in scope insofar as they do not target the more sophisticated forms of emotion understanding that have traditionally been the main focus of mindreading explanations. In the second part of the article we discuss Goldie’s account of emotion understanding as a possible way to complement embodied cognition approaches without re-introducing the frame problem. We offer two suggestions that might further the integration of Goldie’s account of emotion understanding within the framework of embodied cognition. (shrink)

Philosophers and psychologists have often maintained that in order to attribute mental states to other people one must have a ‘theory of mind’. This theory facilitates our grasp of other people’s mental states. Debate has then focussed on the form this theory should take. Recently a new approach has been suggested, which I call the ‘Direct Perception approach to social cognition’. This approach maintains that we can directly perceive other people’s mental states. It opposes traditional views on two counts: by (...) claiming that mental states are observable and by claiming that we can attribute them to others without the need for a theory of mind. This paper argues that there are two readings of the direct perception claims: a strong and a weak one. The Theory-theory is compatible with the weak version but not the strong one. The paper argues that the strong version of direct perception is untenable, drawing on evidence from the mirror neuron literature and arguments from the philosophy of science and perception to support this claim. It suggests that one traditional ‘theory of mind’ view, the ‘Theory-theory’ view, is compatible with the claim that mental states are observable, and concludes that direct perception views do not offer a viable alternative to theory of mind approaches to social cognition. (shrink)

Daniel Hutto’s Enactive account of social cognition maintains that pre- and non-linguistic interactions do not require that the participants represent the psychological states of the other. This goes against traditional ‘cognitivist’ accounts of these social phenomena. This essay examines Hutto’s Enactive account, and proposes two challenges. The account maintains that organisms respond to the behaviours of others, and in doing so respond to the ‘intentional attitude’ which the other has. The first challenge argues that there is no adequate account of (...) how the organisms respond to the correct aspect of the behaviour in each situation. The second challenge argues that the Enactive account cannot account for the flexibility of pre- and non-linguistic responses to others. The essay concludes that these challenges provide more than sufficient reason to doubt the viability of Hutto’s account as an alternative to cogntivist approaches to social cognition. (shrink)

There were various initial reactions to the terrorist attacks of 11 September 2001, and among those reactions were some contradictions. There were those who demanded an explanation for the attacks, and others who condemned attempts to explain as immoral or unpatriotic. Though President George W. Bush did make some rhetorical remarks that, I believe, masqueraded as explanatory, it appears that he agrees with the latter set.

The ascription of intentional states to the self involves knowledge, or at least claims to knowledge. Armed with the working definition of knowledge as 'the ability to do things, or refrain from doing things, or believe, or want, or doubt things, for reasons that are facts' [Hyman, J. Philos. Quart. 49:432—451], I sketch a simple competence model of acting and believing from knowledge and when knowledge is defeated by un-experienced changes of state. The model takes the form of three concentric (...) circles. The 'periphery' is analogous to Fodor's [(1983), The modularity of mind. MIT Press, Cambridge, MA] input systems. The 'core' contains copies of peripheral representations, and between these representations there is executive competition. At the 'nucleus', operations are performed on the core representations of, at least, negation and recursion. I argue that this provides a fruitful way in which to conceptualise why theory-of-mind tasks challenge pre-school children, how some degree of first-person authority is mental state attribution is possible, and how executive inhibition is achieved. (shrink)

This paper is concerned with the problem of selfidentification in the domain of action. We claim that this problem can arise not just for the self as object, but also for the self as subject in the ascription of agency. We discuss and evaluate some proposals concerning the mechanisms involved in selfidentification and in agencyascription, and their possible impairments in pathological cases. We argue in favor of a simulation hypothesis that claims that actions, whether overt or covert, are centrally simulated (...) by the neural network, and that this simulation provides the basis for action recognition and attribution. (shrink)

The long standing and still highly influential mindreading framework claims that social cog- nition is best understood as an ability to predict and explain others’ behavior in terms of their mental states. This ability is explained by appealing to mental representations and inferential reasoning via rule-based knowledge. However, recent enactive work on social cognition questions most, if not all, of the main assumptions on which mindreading is founded. Enac- tivism’s emphasis on the structural coupling of the brain-body-world constitutes the foundation (...) of the framework, which rejects the representational and inferential reasoning claims of the mindreading framework. For enactivists, social cognition is best explained in terms of the direct embodied and embedded interactions an agent has with her socio-material world. In continuing this work, the thesis provides new developments of the enactive project for investigating and explaining social cognition. The thesis utilizes two approaches to achieve this goal. First, it dialectally defends enactivism vis-a-vis the mindreading framework. It does this by both securing established enactive claims from criticism, and by developing new objections against the mindreading framework. Secondly, the thesis offers new enactive interpretations of empirical developmental data, and presents new ways of investigating three central areas of debate within the field of social cognition: the metaphysical basis of social cognitive processes, the false-belief test literature, and the concept of empathy in relation to therapeutic practices and autism. The thesis is composed of five different, but thematically intertwined papers. The first paper targets the constitutive basis of social cognition by attempting to dissolve the causal-constitutive fallacy through appealing to a diachronic conception of constitution. This move both secures established enactive claims and develops a more thorough account of what is meant by enactive constitutive claims. The second paper then examines infant social cognitive capacities, arguing cognitivist explanations of these capacities rely on fallacious as- sumptions regarding the nature of perception. The paper then offers an alternative enactive and ecological account of these capacities. The third paper argues both innate and construc- tivist mindreading accounts of the folk psychological know-how required to reliably succeed on false-belief tests fall prey to an infinite regress problem. The paper ends by briefly pre- senting an alternative enactive, narrative explanation of the empirical data. The fourth paper then shifts focus to examine the concept empathy and practice of empathizing. It argues there are advantages to conceiving of empathy as enactive and exploratory, in the sense that when we empathize with others we understand them in a deeper and richer way, through exploring their self-authored narratives. Finally, the fifth paper re-examines our understand- ing of autism by integrating the enactive framework with a neurodiversity approach to cognition. It argues this integration can help us better understand how neurotypical social practices and institutions effect the development, and well-being, of autistic individuals. Through these substantial expansions of established enactivist accounts, and by offering new objections to the mindreading framework, the thesis provides reasons to prefer an enactivist framework in exploring human abilities for social cognition. (shrink)

The aim of this paper is to present a challenge to the received view in folk psychology. According to this challenge, the semantic assumption behind the received view, which considers that propositional attitude ascriptions are descriptions of the internal causally efficacious states underlying behavior, cannot account for the main function of reasons in terms of mental states.

This dissertation explores philosophical issues in autism and defends a new version of the enactive approach to autism and social cognition. The discussion in this dissertation centres around the question “why do autistics encounter social interaction problems?”, addressing this question in ways that raise broader philosophical issues. Within the philosophy of mind, these include the problem of other minds, the nature of emotions, and narratives and their role in understanding the self. Beyond cognition, such issues are intertwined with questions in (...) metaphysics, philosophy of science, sociopolitical and moral philosophy, and disability studies. In responding to the question “why do autistics encounter social interaction problems?”, I argue that autistic social interaction problems result from the sensorimotor differences between autistics and non-autistics. This contrasts with the response to this question given by widely-endorsed views that emphasize instead the cognitive deficits that autistic people have. Such cognitivist views, such as the theory theory and simulation theory, are the focus of my first two critical chapters. I go on to offer a critique of two approaches that go beyond the focus on mindreading in appealing to sensorimotor problems as lying at the heart of the problem. These views, interaction theory and the original enactive approach, are the focus of the next two chapters. I then turn to defend a novel form of the enactive approach in the last part of the dissertation by emphasizing the role of emotions as the capacity for us to make sense of the world and to construct the sense of self from narratives. My new approach shifts the explanatory focus from perception and motion to emotion. This maintains the advantage of the original enactive approach, while avoiding its behaviouristically limited descriptions. My account thus expands the theory’s capacity to describe and explain internal states important to self-understanding and self-expression. This allows one to approach autistic social difficulties by attending to the first-person perspective, cohering with my reliance on first-person autistic narratives as a major source of evidence that supplements traditional scientific research on autism. (shrink)

It is a widely accepted assumption within the philosophy of mind and psychology that our ability for complex social interaction is based on the mastery of a common folk psychology, that is to say that social cognition consists in reasoning about the mental states of others in order to predict and explain their behavior. This, in turn, requires the possession of mental-state concepts, such as the concepts belief and desire. In recent years, this standard conception of social cognition has been (...) called into question by proponents of so-called ‘direct-perception’ approaches to social cognition and by those who argue that the ‘received view’ implies a degree of computational complexity that is implausible. In response, it has been argued that these attacks on the classical view of social cognition have no bite at the subpersonal level of explanation, and that it is the latter which is at issue in the debate in question. In this paper, I critically examine this response by considering in more detail the distinction between personal and subpersonal level explanations. There are two main ways in which the distinction has been developed. I will argue that on either of these, the response proposed by defenders of the received view is unconvincing. This shows that the dispute between the standard conception and alternative approaches to mindreading is a dispute concerning personal-level explanations - what is at stake in the debate between proponents of the classical view of social cognition and their critics is how we, as persons, navigate our social world. I will conclude by proposing a pluralistic approach to social cognition, which is better able to do justice to the multi-faceted nature of our social interactions as well as being able to account for recent empirical findings regarding the social cognitive abilities of young infants. (shrink)

Heal (1996a) maintains that evidence of cognitive penetrability doesn't determine whether stimulation theory or theory theory wins. Given the wide variety of mechanisms and processes that get called ‘simulation’, we argue that it's not useful to ask‘who wins?’. The label ‘simulation’picks out no natural or theoretically interesting category. We propose a more fine‐grained taxonomy and argue that some processes that have been labelled ‘simulation’, eg.,‘actual‐situation‐simulation’, clearly do exist, while other processes labelled ‘simulation’, e.g., ‘pretence‐driven‐off‐line‐simulation’are quite controversial. We do concede that (...) evidence of cognitive penetrability isn't decisive evidence against pretence‐driven‐off‐line‐simulation. Nonetheless, advocates of pretence‐driven‐off‐line‐simulation need to provide some explanation of the experimental evidence of penetrability. We argue that Heal's suggestion that simulation is restricted to‘rational’processes is unprincipled, and we offer an alternative proposal for restricted simulation. (shrink)

The Theory Theory (TT) versus Simulation Theory (ST) debate is primarily concerned with how we understand others’ mental states. Theory theorists claim we do this using rules that are akin to theoretical laws, whereas simulation theorists claim we use our own minds to imagine ourselves in another’s position. Theorists from both camps suggest a consideration of individuals with autism spectrum disorders (ASD) can help resolve the TT/ST debate (e.g., Baron-Cohen 1995; Carruthers 1996a; Goldman 2006). We present a three-part argument that (...) such research has so far been inconclusive and that the prospects for studies of ASD to resolve the debate in the near future remain uncertain. First, we discuss evidence indicating that some individuals with ASD can perform effectively on tests of mental state understanding, which questions what ASD can tell us regarding theorising or simulation. Second, we claim that there is compelling evidence that domain-general mechanisms are implicated in mental state reasoning, which undermines how ASD might inform the TT/ST debate given that both theories appeal to domain-specific mindreading mechanisms. Third, we suggest that neuroscientific evidence for an assumed role of the mirror neuron system in autism also fails to arbitrate between TT and ST. We suggest that while the study of ASD may eventually provide a resolution to the TT/ST debate, it is also vital for researchers to examine the issues through other avenues, for example, by examining people’s everyday counterfactual reasoning with mental state scenarios. (shrink)

Various dichotomies have been proposed to characterize the nature and development of human mindreading capacities, especially in light of recent evidence of mindreading in infants aged 7 to 18 months. This article will examine these suggestions, arguing that none is currently supported by the evidence. Rather, the data support a modular account of the domain-specific component of basic mindreading capacities. This core component is present in infants from a very young age and does not alter fundamentally thereafter. What alters with (...) development are the interactions between core mindreading and other systems, including executive systems, and forms of learning that do not require radical conceptual change. (shrink)

This paper examines the response offered by Robert Gordon to the question how an interpreter can reach the correct content of others'psychological states. It exposes the main problems raised by Gordon's proposal, and provides a tentative solution that emphasizes the structuring role of counterfactual reasoning in embedding simulations and deriving facts that are holding across them.

There are several different questions associated with the study of folk psychology: what is the nature of our commonsense concepts of mental states?, how do we attribute mental states, to ourselves and to other people?, and how do we acquire our concepts and skills at mental-state attribution?Three general approaches to these questions are examined and assessed: theory theory, simulation theory, and rationality theory. A preliminary problem is to define each of these approaches. Alternative definitions are explored, centering on which questions (...) each approach tries to answer and how it answers them. For example, simulation theorists substantially agree on the answer to question but not on the answer to question. The paper then turns to some serious problems facing both rationality theory and theory theory.Rationality theory is faulted for its inadequate treatment of question and for its implausible answers to question. Theory theory is faulted for the problems it encounters in explaining first-person attribution, and for its treatment of attributed reasoning about change. Turning to simulation theory, the paper argues against Gordon’s “ascent routine” account of first-person attribution and in favor of an inner detection account. Finally, the paper addresses the question of the contents of our mental-state concepts. How do these concepts incorporate both behavioral features and inner features? A dual-representation hypothesis is advanced, and linked speculatively to mirror neurons. (shrink)

In this paper, we take issue with the belief–desire model of second- and third-person action interpretation as it is presented by both theory theories and cognitivist versions of simulation theory. These accounts take action interpretation to consist in the (tacit) attribution of proper belief–desire pairs that mirror the structure of formally valid practical inferences. We argue that the belief–desire model rests on the unwarranted assumption that the interpreter can only reach the agent's practical context of action through inference. This assumption (...) betrays a deep-seated bias toward disengaged, observational interpretation strategies. On our alternative picture, the interpreter can start off on the assumption of a shared practical context and proceed to reason discourse in those cases in which this assumption runs aground. Following Brandom's non-formalist account of reason discourse, we suggest that interpreting other people's actions in terms of reasons is not a matter of following the principles of formally valid practical syllogisms, but of endorsing practical material inferences that are correct in virtue of a shared practical world. (shrink)