Ideas from Wittgenstein are developed to provide suggestions about how both the nature and acquisition of normative cognition in the cognitive science of religion might be understood. As part of this there is some consideration of more general issues about the nature and status of claims in the cognitive science of religion and of appropriate methodologies for the cognitive study of religion. The gaining, production, distribution and implementation of social concepts and norms involves the possession of certain cognitive skills and (...) the ability to use symbols, concepts and norms as normative cognitive tools. Normative cognition is connected to social facts which are construed in Searle’s sense as being any facts involving collective intentionality. For example, socially shared belief systems which are concerned with the ideological bases for the distribution and exercise of power are large systems of social facts whose functions involve the generation of norms. Social facts can be included in Wittgenstein’s account of meaning being socially constructed by a community of language users. Such inclusion enables his ideas, especially those from On Certainty about world pictures, to be usefully employed to clarify the ontological and epistemological status of social facts in a way which does not involve reification along with articulating their significance for normative cognition. World pictures include social facts with socially shared belief systems being a significant constitutive element. (shrink)

We explain metacognition as a management of cognitive resources that does not necessitate algorithmic strategies or metarepresentation. When pragmatic, world-directed actions cannot reduce the distance to the goal, agents engage in epistemic action directed at cognition. Such actions often are physical and involve other people, and so are open to observation. Taking a dynamic systems approach to development, we suggest that implicit and perceptual metacognition emerges from dyadic reciprocal interaction. Early intersubjectivity allows infants to internalize and construct rudimentary strategies for (...) monitoring and control of their own and others’ cognitions by emotion and attention. The functions of initiating, maintaining, and achieving turns make proto-conversation a productive platform for developing metacognition. It enables caregiver and infant to create shared routines for epistemic actions that permit training of metacognitive skills. The adult is of double epistemic use to the infant – as a teacher that comments on and corrects the infant’s efforts, and as the infant’s cognitive resource in its own right. (shrink)

The first part of the article examines some recent studies on the early development of social norms that examine young children’s understanding of codified rule games. It is argued that the constitutive rules than define the games cannot be identified with social norms and therefore the studies provide limited evidence about socio-normative development. The second part reviews data on children’s play in natural settings that show that children do not understand norms as codified or rules of obligation, and that the (...) norms that guide social interaction are dynamic, situated, and heterogeneous. It is argued that normativity is intersubjective and negotiable and starts to develop in the first year, emerging as a practical skill that depends on participatory engagement. Three sources of compliance are discussed: emotional engagement, nonverbal agreement, and conversation. (shrink)