Switch to: References

Add citations

You must login to add citations.
  1. Cultural learning and educational process.David R. Olson & Janet Wilde Astington - 1993 - Behavioral and Brain Sciences 16 (3):531-532.
    Tomasello, Kruger & Ratner relate the evolution of social cognition – the understanding of others' minds – to the evolution of culture. Tomasello et al. conceive of the accumulation of culture as the product of cultural learning, a kind of learning dependent upon recognizing others' intentionality. They distinguish three levels of this recognition: of intention (what isxtrying to do), of beliefs (what doesxthink aboutp), and of beliefs about beliefs (what doesxthinkythinks aboutp). They then tie these levels to three discrete forms (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Kinesthetic-visual matching, perspective-taking and reflective self-awareness in cultural learning.Robert W. Mitchell - 1993 - Behavioral and Brain Sciences 16 (3):530-531.
    Tomasello, Kruger & Ratner deserve congratulations for their well-reasoned ideas on the development of cultural learning. Their arguments are generally convincing, perhaps because their distinctions and developmental relations among types of cultural learning and agency mirror concepts of my own.
    Download  
     
    Export citation  
     
    Bookmark  
  • Moving forward on cultural learning.Angelina S. Lillard - 1993 - Behavioral and Brain Sciences 16 (3):528-529.
    Tomasello, Kruger & Ratner make the very interesting and valid point that the transmission of culture must depend on understanding others' minds. Culture is shared among a people and is passed on to progeny. The sharing of culture implies that the purpose of (and therefore the meaning behind) any given cultural element (behavioral tradition, word, or artifact) is understood. Because meaning or purpose emanates from minds, something about others' minds must be understood in order to truly learn some element of (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Rhesus monkeys are radical behaviorists.Gordon G. Gallup - 1996 - Behavioral and Brain Sciences 19 (1):129-129.
    The data reviewed in Barresi & Moore's treatment of social understanding is recast in terms of a model of social intelligence that was advanced some time ago (Gallup 1982). When it comes to their analysis of the behavior of other individuals, most primates (and humans younger than 18 months of age) appear to function as radical behaviorists, whereas chimpanzees and older infants show evidence of becoming primitive cognitive psychologists.
    Download  
     
    Export citation  
     
    Bookmark  
  • Knowledge and the Norm of Assertion: An Essay in Philosophical Science.John Turri - 2016 - Cambridge: Open Book Publishers.
    Language is a human universal reflecting our deeply social nature. Among its essential functions, language enables us to quickly and efficiently share information. We tell each other that many things are true—that is, we routinely make assertions. Information shared this way plays a critical role in the decisions and plans we make. In Knowledge and the Norm of Assertion, a distinguished philosopher and cognitive scientist investigates the rules or norms that structure our social practice of assertion. Combining evidence from philosophy, (...)
    Download  
     
    Export citation  
     
    Bookmark   50 citations  
  • In support of cognitive theories.Thomas R. Zentall - 1984 - Behavioral and Brain Sciences 7 (4):654.
    Download  
     
    Export citation  
     
    Bookmark  
  • The psychologist's fallacy.Philip David Zelazo & Douglas Frye - 1993 - Behavioral and Brain Sciences 16 (1):89-90.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Development of social emotions and constructive agents.Aaron Ben Ze'ev & Keith Oatley - 1996 - Behavioral and Brain Sciences 19 (1):124-125.
    The psychology of emotions illuminates the questions of intentional capacities raised by Barresi & Moore (B&M). Complex emotions require the development of a sense of self and are based on social comparisons between mainly imagined objects. The fourth level in B&M's framework requires something like a constructive agent rather than a mental agent.
    Download  
     
    Export citation  
     
    Bookmark  
  • Intentionality, theoreticity and innateness.Deborah Zaitchik & Jerry Samet - 1993 - Behavioral and Brain Sciences 16 (1):87-89.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Instructed and cooperative learning in human evolution.Thomas Wynn - 1993 - Behavioral and Brain Sciences 16 (3):539-540.
    Download  
     
    Export citation  
     
    Bookmark  
  • Is “Behaviorism at fifty” twenty years older?Everett J. Wyers - 1984 - Behavioral and Brain Sciences 7 (4):653.
    Download  
     
    Export citation  
     
    Bookmark  
  • Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study.Jianfen Wu, Minmin Liu & Wenqi Lin - 2021 - Frontiers in Psychology 12.
    This study investigated the relationship between teachers' mental state talk and young children's theory of mind with a quasi-experiment. In total, 56 young children were assigned to the experiment group and the control group. The experiment group was engaged in a 12-week intervention program with mental state talk in storytelling, casual conversations, and role-playing games, whereas the control group received no interventions. All the children were tested with three theory of mind tasks before and after the intervention. The results indicated (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Three questions for Goldman.Andrew Woodfield - 1993 - Behavioral and Brain Sciences 16 (1):86-87.
    Download  
     
    Export citation  
     
    Bookmark  
  • Operant conditioning and behavioral neuroscience.Michael L. Woodruff - 1984 - Behavioral and Brain Sciences 7 (4):652.
    Download  
     
    Export citation  
     
    Bookmark  
  • Depth and deference: When and why we attribute understanding.Daniel A. Wilkenfeld, Dillon Plunkett & Tania Lombrozo - 2016 - Philosophical Studies 173 (2):373-393.
    Four experiments investigate the folk concept of “understanding,” in particular when and why it is deployed differently from the concept of knowledge. We argue for the positions that people have higher demands with respect to explanatory depth when it comes to attributing understanding, and that this is true, in part, because understanding attributions play a functional role in identifying experts who should be heeded with respect to the general field in question. These claims are supported by our findings that people (...)
    Download  
     
    Export citation  
     
    Bookmark   19 citations  
  • Semantic Information and the Syntax of Propositional Attitude Verbs.Aaron S. White, Valentine Hacquard & Jeffrey Lidz - 2018 - Cognitive Science 42 (2):416-456.
    Propositional attitude verbs, such as think and want, have long held interest for both theoretical linguists and language acquisitionists because their syntactic, semantic, and pragmatic properties display complex interactions that have proven difficult to fully capture from either perspective. This paper explores the granularity with which these verbs’ semantic and pragmatic properties are recoverable from their syntactic distributions, using three behavioral experiments aimed at explicitly quantifying the relationship between these two sets of properties. Experiment 1 gathers a measure of 30 (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Pragmatic Development and the False Belief Task.Evan Westra - 2017 - Review of Philosophy and Psychology 8 (2):235-257.
    Nativists about theory of mind have typically explained why children below the age of four fail the false belief task by appealing to the demands that these tasks place on children’s developing executive abilities. However, this appeal to executive functioning cannot explain a wide range of evidence showing that social and linguistic factors also affect when children pass this task. In this paper, I present a revised nativist proposal about theory of mind development that is able to accommodate these findings, (...)
    Download  
     
    Export citation  
     
    Bookmark   12 citations  
  • Pragmatic development explains the Theory-of-Mind Scale.Evan Westra & Peter Carruthers - 2017 - Cognition 158 (C):165-176.
    Henry Wellman and colleagues have provided evidence of a robust developmental progression in theory-of-mind (or as we will say, “mindreading”) abilities, using verbal tasks. Understanding diverse desires is said to be easier than understanding diverse beliefs, which is easier than understanding that lack of perceptual access issues in ignorance, which is easier than understanding false belief, which is easier than understanding that people can hide their true emotions. These findings present a challenge to nativists about mindreading, and are said to (...)
    Download  
     
    Export citation  
     
    Bookmark   26 citations  
  • Young children's reasoning about beliefs.Henry M. Wellman & Karen Bartsch - 1988 - Cognition 30 (3):239-277.
    Download  
     
    Export citation  
     
    Bookmark   152 citations  
  • The development of concepts of the mental world.Henry M. Wellman - 1984 - Behavioral and Brain Sciences 7 (4):651.
    Download  
     
    Export citation  
     
    Bookmark  
  • From simple desires to ordinary beliefs: The early development of everyday psychology.Henry M. Wellman & Jacqueline D. Woolley - 1990 - Cognition 35 (3):245-275.
    Download  
     
    Export citation  
     
    Bookmark   144 citations  
  • Early understanding of emotion: Evidence from natural language.Henry M. Wellman, Paul L. Harris, Mita Banerjee & Anna Sinclair - 1995 - Cognition and Emotion 9 (2):117-149.
    Young children's early understanding of emotion was investigated by examining their use of emotion terms such as happy, sad, mud, and cry. Five children's emotion language was examined longitudinally from the age of 2 to 5 years, and as a comparison their reference to pains via such terms as burn, sting, and hurt was also examined. In Phase 1 we confirmed and extended prior findings demonstrating that by 2 years of age terms for the basic emotions of happiness, sadness, anger, (...)
    Download  
     
    Export citation  
     
    Bookmark   9 citations  
  • Knowledge, the concept know, and the word know: considerations from polysemy and pragmatics.Rachel Dudley & Christopher Vogel - 2023 - Synthese 203 (1):1-46.
    A recent focus on philosophical methodology has reinvigorated ordinary language philosophy with the contention that philosophical inquiry is better served by attending to the ordinary use of language. Taking cues from findings in the social sciences that deploy methods utilizing language, various ordinary language philosophers embrace a guiding mandate: that ordinary language usage is more reflective of our linguistic and conceptual competencies than standard philosophical methods. We analyze two hypotheses that are implicit in the research from which ordinary language approaches (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • From intra- to interpsychological analysis of cognition: Cognitive science at a developmental crossroad.Boris M. Velichkovsky - 1993 - Behavioral and Brain Sciences 16 (3):537-538.
    Download  
     
    Export citation  
     
    Bookmark  
  • Common sense, functional theories and knowledge of the mind.Max Velmans - 1993 - Behavioral and Brain Sciences 16 (1):85-86.
    A commentary on a target article by Alison Gopnik (1993) How we know our minds: the illusion of first-person knowledge of intentionality. Focusing on evidence of how children acquire a theory of mind, this commentary argues that there are internal inconsistencies in theories that both argue for the functional role of conscious experiences and the irreducibility of those experiences to third-person viewable information processing.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Linguistic Practice and False-belief Tasks.Matthew Van Cleave - 2010 - Mind and Language 25 (3):298-328.
    Jill de Villiers has argued that children's mastery of sentential complements plays a crucial role in enabling them to succeed at false-belief tasks. Josef Perner has disputed that and has argued that mastery of false-belief tasks requires an understanding of the multiplicity of perspectives. This paper attempts to resolve the debate by explicating attributions of desires and beliefs as extensions of the linguistic practices of making commands and assertions, respectively. In terms of these linguistic practices one can explain why desire-talk (...)
    Download  
     
    Export citation  
     
    Bookmark   10 citations  
  • Developing semiotic activity in cultural contexts.B. van Oers - 1993 - Behavioral and Brain Sciences 16 (3):536-537.
    Download  
     
    Export citation  
     
    Bookmark  
  • Interpersonal interaction as foundation for cultural learning.Ina Č Užgiris - 1993 - Behavioral and Brain Sciences 16 (3):535-536.
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Predispositions to cultural learning in young infants.Colwyn Trevarthen - 1993 - Behavioral and Brain Sciences 16 (3):534-535.
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Where's the person?Michael Tomasello - 1993 - Behavioral and Brain Sciences 16 (1):84-85.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Cultural learning.Michael Tomasello, Ann Cale Kruger & Hilary Horn Ratner - 1993 - Behavioral and Brain Sciences 16 (3):495-511.
    This target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidence is provided that this progression arises from the developmental ordering of the underlying social-cognitive concepts and processes involved. (...)
    Download  
     
    Export citation  
     
    Bookmark   369 citations  
  • Culture, biology and human ontogeny.Michael Tomasello, Ann Gale Kruger & Hilary Horn Ratner - 1993 - Behavioral and Brain Sciences 16 (3):540-552.
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Models, yes; homunculus, no.Frederick M. Toates - 1984 - Behavioral and Brain Sciences 7 (4):650.
    Download  
     
    Export citation  
     
    Bookmark  
  • Why Alison Gopnik should be a behaviorist.Nicholas S. Thompson - 1993 - Behavioral and Brain Sciences 16 (1):83-84.
    Download  
     
    Export citation  
     
    Bookmark  
  • Are radical and cognitive behaviorism incompatible?Roger K. Thomas - 1984 - Behavioral and Brain Sciences 7 (4):650.
    Download  
     
    Export citation  
     
    Bookmark  
  • “Mental way stations” in contemporary theories of animal learning.William S. Terry - 1984 - Behavioral and Brain Sciences 7 (4):649.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Think of the Children! Epistemic Justification and Cognitively Unsophisticated Subjects.Gregory Stoutenburg - 2017 - Pacific Philosophical Quarterly.
    I undermine the argument that ‘high’ epistemic standards are false because children and other cognitively unsophisticated subjects possess justification while lacking certain logical and epistemic concepts. I argue, instead, that the standards we often use to attribute logical and epistemic concepts to ordinary, cognitively sophisticated adults can easily be seen to cover many unsophisticated subjects; therefore, the alleged lack of certain concepts is no basis for rejecting ‘high’ epistemic standards. Whether or not such standards are correct has to be argued (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Is behaviorism vacuous?Stephen P. Stich - 1984 - Behavioral and Brain Sciences 7 (4):647.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Categories, categorisation and development: Introspective knowledge is no threat to functionalism.Kim Sterelny - 1993 - Behavioral and Brain Sciences 16 (1):81-83.
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • The developmental history of an illusion.Keith E. Stanovich - 1993 - Behavioral and Brain Sciences 16 (1):80-81.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Skinner's behaviorism implies a subcutaneous homunculus.J. E. R. Staddon - 1984 - Behavioral and Brain Sciences 7 (4):647.
    Download  
     
    Export citation  
     
    Bookmark  
  • Are blind babies delayed in achieving social understanding?Carol Slater - 1996 - Behavioral and Brain Sciences 19 (1):141-142.
    Barresi & Moore's account predicts that infants deprived of visual input will be delayed in achieving social understanding, a hypothesis that receives some support from studies of language use. by blind children. It is proposed that recently developed false belief and appearance/reality tasks be used to explore this issue further. Three possibly distracting conceptual issues are also discussed.
    Download  
     
    Export citation  
     
    Bookmark  
  • Representations and misrepresentations.B. F. Skinner - 1984 - Behavioral and Brain Sciences 7 (4):655.
    Download  
     
    Export citation  
     
    Bookmark  
  • Behaviorism at fifty.B. F. Skinner - 1984 - Behavioral and Brain Sciences 7 (4):615.
    Download  
     
    Export citation  
     
    Bookmark   45 citations  
  • Behaviorism at fifty.B. F. Skinner - 1974 - New York,: J. Norton Publishers.
    Each of us is uniquely subject to certain kinds of stimulation from a small part of the universe within our skins. Mentalistic psychologies insist that other kinds of events, lacking the physical dimensions of stimuli, are accessible to the owner of the skin within which they occur. One solution often regarded as behavioristic, granting the distinction between public and private events and ruling the latter out of consideration, has not been successful. A science of behavior must face the problem of (...)
    Download  
     
    Export citation  
     
    Bookmark   51 citations  
  • Explaining behavior Skinner's way.Michael A. Simon - 1984 - Behavioral and Brain Sciences 7 (4):646.
    Download  
     
    Export citation  
     
    Bookmark  
  • Knowing children's minds.Michael Siegal - 1993 - Behavioral and Brain Sciences 16 (1):79-80.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Special access lies down with theory-theory.Sydney Shoemaker - 1993 - Behavioral and Brain Sciences 16 (1):78-79.
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  • Cognitive science at seven: A wolf at the door for behaviorism?Miriam W. Schustack & Jaime G. Carbonell - 1984 - Behavioral and Brain Sciences 7 (4):645.
    Download  
     
    Export citation  
     
    Bookmark  
  • Cultural learning is cultural.Bernard Schneuwly - 1993 - Behavioral and Brain Sciences 16 (3):534-534.
    Download  
     
    Export citation  
     
    Bookmark   1 citation