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  1. Metacognitive Development and Conceptual Change in Children.Joulia Smortchkova & Nicholas Shea - 2020 - Review of Philosophy and Psychology 11 (4):745-763.
    There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a (...)
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  • How Children Approach the False Belief Test: Social Development, Pragmatics, and the Assembly of Theory of Mind.Marco Fenici - forthcoming - Phenomenology and the Cognitive Sciences:1-21.
    Evidence from the knowledge access task and the diverse belief task suggests that, before age four, children may find it difficult to attribute false beliefs to others, despite demonstrating a basic comprehension of the concept of belief. Challenging this view, this article assumes a sociopragmatic perspective on language to argue that even children younger than four may not understand at all the concept of belief but may nevertheless master naïvely the pragmatics of belief reports in specific conversational contexts. The proposal (...)
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  • The Situational Mental File Account of the False Belief Tasks: A New Solution of the Paradox of False Belief Understanding.Albert Newen & Julia Wolf - 2020 - Review of Philosophy and Psychology 11 (4):717-744.
    How can we solve the paradox of false-belief understanding: if infants pass the implicit false belief task by nonverbal behavioural responses why do they nonetheless typically fail the explicit FBT till they are 4 years old? Starting with the divide between situational and cognitive accounts of the development of false-belief understanding, we argue that we need to consider both situational and internal cognitive factors together and describe their interaction to adequately explain the development of children’s Theory of Mind ability. We (...)
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  • Co-Filing and De Jure Co-Referential Thought in the Mental Files Framework.Poong Shil Lee - forthcoming - Erkenntnis:1-37.
    In the mental files framework, mental files contain pieces of information. Then, how can we explain the fact that multiple pieces of information are stored in a single mental file? This fact can be called ‘co-filing’. Recanati recommends an account of co-filing as a way to avoid the circularity that can occur when one attempts to explain co-filing in terms of the fact that pieces of information are taken to be about the same object. I argue that his account is (...)
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  • Polysemy and Thought: Toward a Generative Theory of Concepts.Jake Quilty-Dunn - 2021 - Mind and Language 36 (1):158-185.
    Most theories of concepts take concepts to be structured bodies of information used in categorization and inference. This paper argues for a version of atomism, on which concepts are unstructured symbols. However, traditional Fodorian atomism is falsified by polysemy and fails to provide an account of how concepts figure in cognition. This paper argues that concepts are generative pointers, that is, unstructured symbols that point to memory locations where cognitively useful bodies of information are stored and can be deployed to (...)
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  • Pragmatics in the False-Belief Task: Let the Robot Ask the Question!Jean Baratgin, Marion Dubois-Sage, Baptiste Jacquet, Jean-Louis Stilgenbauer & Frank Jamet - 2020 - Frontiers in Psychology 11.
    The poor performances of typically developing children younger than 4 in the first-order false-belief task “Maxi and the chocolate” is analyzed from the perspective of conversational pragmatics. An ambiguous question asked by an adult experimenter can receive different interpretations based on a search for relevance, by which children according to their age attribute different intentions to the questioner, within the limits of their own meta-cognitive knowledge. The adult experimenter tells the child the following story of object-transfer: “Maxi puts his chocolate (...)
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  • The New Fiction View of Models.Fiora Salis - forthcoming - British Journal for the Philosophy of Science:axz015.
    How do models represent reality? There are two conditions that scientific models must satisfy to be representations of real systems, the aboutness condition and the epistemic condition. In this article, I critically assess the two main fictionalist theories of models as representations, the indirect fiction view and the direct fiction view, with respect to these conditions. And I develop a novel proposal, what I call ‘the new fiction view of models’. On this view, models are akin to fictional stories; they (...)
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  • Mental Files. Triggering Mechanisms, Metadata and ‘Discernibility of Identicals’.Mieszko Tałasiewicz - 2017 - Studia Semiotyczne 31 (2):13-34.
    This paper initially follows the final part of the debate between singularism and descriptivism to the point of convergence, and discusses the notion of acquaintanceless singular thought. Then a sketch of a mental files model is presented. Firstly, the triggering mechanisms for opening files are discussed. Two kinds of discourse situations, acquaintance-situations and decoding-situations, are identified and different triggering mechanisms are postulated for each. Secondly, a bipartite structure of a file is introduced, combining an objectual part, encompassing what traditionally has (...)
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  • The Development of Understanding Opacity in Preschoolers: A Transition From a Coarse- to Fine-Grained Understanding of Beliefs.Arkadiusz Gut, Maciej Haman, Oleg Gorbaniuk & Monika Chylińskia - 2020 - Frontiers in Psychology 11.
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  • Mental Rotation in False Belief Understanding.Jiushu Xie, Him Cheung, Manqiong Shen & Ruiming Wang - 2018 - Cognitive Science 42 (4):1179-1206.
    This study examines the spontaneous use of embodied egocentric transformation in understanding false beliefs in the minds of others. EET involves the participants mentally transforming or rotating themselves into the orientation of an agent when trying to adopt his or her visuospatial perspective. We argue that psychological perspective taking such as false belief reasoning may also involve EET because of what has been widely reported in the embodied cognition literature, showing that our processing of abstract, propositional information is often grounded (...)
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  • Children’s Difficulty with True Belief Tasks: Competence Deficit or Performance Problem?Nese Oktay-Gür & Hannes Rakoczy - 2017 - Cognition 166:28-41.
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  • Mental Files Theory of Mind: When Do Children Consider Agents Acquainted with Different Object Identities?Michael Huemer, Josef Perner & Brian Leahy - 2018 - Cognition 171:122-129.
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  • Young Children's Conceptions of Knowledge.Rachel Dudley - 2018 - Philosophy Compass 13 (6):e12494.
    How should knowledge be analyzed? Compositionally, as having constituents like belief and justification, or as an atomic concept? In making arguments for or against these perspectives, epistemologists have begun to use experimental evidence from developmental psychology and developmental linguistics. If we were to conclude that knowledge were developmentally prior to belief, then we might have a good basis to claim that belief is not a constituent of knowledge. In this review, I present a broad range of developmental evidence from the (...)
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