Pietraszewski provides a compelling case that representations of certain interaction-types are the “cognitive primitives” that allow all tokens of group-in-conflict to be represented within the mind. Here, I argue that the folk concept GROUP encodes shared intentions and goals as more central than these interaction-types, and that providing a computational theory of social groups will be more difficult than Pietraszewski envisages.

Why is interaction so simple? This article presents a theory of interaction based on the use of shared representations as “coordination tools” (e.g., roundabouts that facilitate coordination of drivers). By aligning their representations (intentionally or unintentionally), interacting agents help one another to solve interaction problems in that they remain predictable, and offer cues for action selection and goal monitoring. We illustrate how this strategy works in a joint task (building together a tower of bricks) and discuss its requirements from a (...) computational viewpoint. (shrink)

I argue that analyses of various kinds of cooperation will benefit from an account of the cognitive and communicative functions required for the cooperation. In particular, I focus on the role of intersubjectivity , which has not been sufficiently considered in game theory. Intersubjectivity will here be divided into representing the emotions, desires, attention, intentions, and beliefs of others. I then analyze some kinds of cooperation—reciprocal altruism, indirect reciprocity, cooperation on future goals, and conventions—with respect to their cognitive and communicative (...) prerequisites. It is argued that uniquely human forms of cooperation depend on advanced forms of intersubjectivity. (shrink)

In this paper I put forward a thesis regarding the anatomy of “cultural evolution”, in particular the way the “cultural” transmission of behavioral patterns came to piggyback, through us humans, on the transmission effected by genetic evolution. I claim that what grounds and supports this new kind of transmission is a complex behavioral “meta-pattern” that makes it possible to grasp a pattern as something that “ought to be”, i.e. that transforms the pattern into what we can call a rule. (Here (...) I draw especially on the philosophical insights of Wilfrid Sellars.) In this way I interlink empirical research done in evolution theory with some more speculative philosophical theories, thus shedding new light on the former and adding an empirical footing to the latter. (shrink)

ABSTRACTIn our daily lives, we need to predict and understand others’ behavior in order to navigate through our social environment. Predictions concerning other humans’ behavior usually refer to th...

In virtue of their capacity for political agency, political agents can possess special rights, powers, and responsibilities, such as rights to political participation and freedom of speech. Traditionally, political theorists have assumed that only cognitively unimpaired adult humans are political agents, and thus that only those humans can be the bearers of these rights, powers, and responsibilities. However, recent work in animal rights theory has extended the concept of political agency to nonhuman animals. In this article, I develop an account (...) of political agency that identifies the capacities that one must possess to be a political agent and captures the fact that political action is a distinctive type of action. Crucially, this account makes sense of the standard assumption that only some humans count as political agents, and explains why few nonhuman animals, human infants, and severely cognitively impaired humans are likely to possess the capacity for political agency. I go on to reject the view, recently advanced by Sue Donaldson and Will Kymlicka, that nonhuman animals can be ‘nonintentional political agents’. I conclude by suggesting that most nonhuman animals, as well as human infants and humans with severe cognitive impairments, cannot straightforwardly be assigned rights to political participation. (shrink)

Over the last quarter century, the dominant tendency in comparative cognitive psychology has been to emphasize the similarities between human and nonhuman minds and to downplay the differences as (Darwin 1871). In the present target article, we argue that Darwin was mistaken: the profound biological continuity between human and nonhuman animals masks an equally profound discontinuity between human and nonhuman minds. To wit, there is a significant discontinuity in the degree to which human and nonhuman animals are able to approximate (...) the higher-order, systematic, relational capabilities of a physical symbol system (PSS) (Newell 1980). We show that this symbolic-relational discontinuity pervades nearly every domain of cognition and runs much deeper than even the spectacular scaffolding provided by language or culture alone can explain. We propose a representational-level specification as to where human and nonhuman animals' abilities to approximate a PSS are similar and where they differ. We conclude by suggesting that recent symbolic-connectionist models of cognition shed new light on the mechanisms that underlie the gap between human and nonhuman minds. (shrink)

Scholars have long pointed to the power of music as a primary source in instruction for bringing past actors into sharper view and engender deeper connections with the past. By employing Dimitri Shostakovich's 7th Symphony, composed amidst the Nazi siege of Leningrad during the Second World War, we sought to explore, more precisely, the nature of how music, as a primary source, enhances the study of history among students. Through the formulation, execution, and assessment of a two-day lesson with students (...) in five secondary history classes, three of which listened to the symphony and two of which did not, we found that the incorporation of the symphony resulted in students’ enhanced empathetic understanding of the past. Implications include details regarding profound opportunities for, as well as challenges to, cultivating historical empathy through the use of music as a primary source. (shrink)

Many philosophers have offered accounts of shared actions aimed at capturing what makes joint actions intentionally joint. I first discuss two leading accounts of shared intentions, proposed by Michael Bratman and Margaret Gilbert. I argue that Gilbert’s account imposes more normativity on shared intentions than is strictly needed and that Bratman’s account requires too much cognitive sophistication on the part of agents. I then turn to the team-agency theory developed by economists that I see as offering an alternative route to (...) shared intention. I concentrate on Michael Bacharach’s version of team-agency theory, according to which shared agency is a matter of team-reasoning, team-reasoning depends on group identification and group identification is the result of processes of self-framing. I argue that it can yield an account of shared intention that is less normatively loaded and less cognitively demanding. (shrink)

We find problems with Vaesen's treatment of the primatological research, in particular his analysis of foresight, function representation, and social intelligence. We argue that his criticism of research on foresight in great apes is misguided. His claim that primates do not attach functions to particular objects is also problematic. Finally, his analysis of theory of mind neglects many distinctions.

Cumulative technological culture (CTC) refers to the increase in the efficiency and complexity of tools and techniques in human populations over generations. A fascinating question is to understand the cognitive origins of this phenomenon. Because CTC is definitely a social phenomenon, most accounts have suggested a series of cognitive mechanisms oriented toward the social dimension (e.g., teaching, imitation, theory of mind, and metacognition), thereby minimizing the technical dimension and the potential influence of non-social, cognitive skills. What if we have failed (...) to see the elephant in the room? What if social cognitive mechanisms were only catalyzing factors and not thesufficient and necessaryconditions for the emergence of CTC? In this article, we offer an alternative, unified cognitive approach to this phenomenon by assuming that CTC originates in non-social cognitive skills, namely technical-reasoning skills which enable humans to develop the technical potential necessary to constantly acquire and improve technical information. This leads us to discuss how theory of mind and metacognition, in concert with technical reasoning, can help boost CTC. The cognitive approach developed here opens up promising new avenues for reinterpreting classical issues (e.g., innovation, emulation vs. imitation, social vs. asocial learning, cooperation, teaching, and overimitation) in a field that has so far been largely dominated by other disciplines, such as evolutionary biology, mathematics, anthropology, archeology, economics, and philosophy. (shrink)

A broader conception of the user’s perceptual, cognitive, and motor capabilities considers tools as body extensions. By identifying specific tool-related motor-grounded mechanisms, the embodied approach assumes that this “extensional phenomenon” takes place not only at a behavioral level but also at a psychological level. At least four ways of conceiving embodiment in tool use have been offered in relation to the concepts of incorporation, perception, knowledge, and observation. Nevertheless, the validity of these conceptions has been rarely, if not never, assessed. (...) In this article, we attempt to fill this gap by discussing each of these conceptions in turn, with the aim of determining whether it is justified to consider tools as detached objects of a special sort in embodied terms. We argue that tool incorporation is made possible by “distalization”, that is, an embodied mechanism specific to tool use. Nevertheless, there is neither empirical nor theoretical support for the hypothesis that specific tool-related embodied mechanisms are involved in perception, knowledge, and observation. In broad terms, there is a tendency in the literature to overinterpret tool use as an embodied phenomenon at a psychological level. Inevitably, this limitation leads us to under-intellectualize the underlying cognitive processes and, as a result, it prevents us from understanding the technical-reasoning skills that allow humans to transform dramatically the physical world. (shrink)

Understanding the link between brain evolution and the evolution of distinctive features of modern human cognition is a fundamental challenge. A still unresolved question concerns the co-evolution of tool behavior (i.e., tool use or tool making) and language. The shared neurocognitive processes hypothesis suggests that the emergence of the combinatorial component of language skills within the frontal lobe/Broca's area made possible the complexification of tool-making skills. The importance of the frontal lobe/Broca's area in tool behavior is somewhat surprising with regard (...) to the literature on neuropsychology and cognitive neuroscience, which has instead stressed the critical role of the left inferior parietal lobe. Therefore, to be complete, any version of the shared neurocognitive processes hypothesis needs to integrate the potential interactions between the frontal lobe/Broca's area and the left inferior parietal lobe as well as their co-evolution at a phylogenetic level. Here, we sought to provide the first elements of answer through the use of the massive deployment framework, which posits that evolutionarily older brain areas are deployed in more cognitive functions (i.e., they are less specific). We focused on the left parietal cortex, and particularly the left areas PF, PGI, and anterior intraparietal (AIP), which are known to be involved in tool use, language, and motor control, respectively. The deployment of each brain area in different cognitive functions was measured by conducting a meta-analysis of neuroimaging studies. Our results confirmed the pattern of specificity for each brain area and also showed that the left area PGI was far less specific than the left areas PF and AIP. From these findings, we discuss the different evolutionary scenarios depicting the potential co-evolution of the combinatorial and generative components of language and tool behavior in our lineage. (shrink)

Understanding the link between brain evolution and the evolution of distinctive features of modern human cognition is a fundamental challenge. A still unresolved question concerns the co-evolution of tool behavior (i.e., tool use or tool making) and language. The shared neurocognitive processes hypothesis suggests that the emergence of the combinatorial component of language skills within the frontal lobe/Broca's area made possible the complexification of tool-making skills. The importance of the frontal lobe/Broca's area in tool behavior is somewhat surprising with regard (...) to the literature on neuropsychology and cognitive neuroscience, which has instead stressed the critical role of the left inferior parietal lobe. Therefore, to be complete, any version of the shared neurocognitive processes hypothesis needs to integrate the potential interactions between the frontal lobe/Broca's area and the left inferior parietal lobe as well as their co-evolution at a phylogenetic level. Here, we sought to provide the first elements of answer through the use of the massive deployment framework, which posits that evolutionarily older brain areas are deployed in more cognitive functions (i.e., they are less specific). We focused on the left parietal cortex, and particularly the left areas PF, PGI, and anterior intraparietal (AIP), which are known to be involved in tool use, language, and motor control, respectively. The deployment of each brain area in different cognitive functions was measured by conducting a meta-analysis of neuroimaging studies. Our results confirmed the pattern of specificity for each brain area and also showed that the left area PGI was far less specific than the left areas PF and AIP. From these findings, we discuss the different evolutionary scenarios depicting the potential co-evolution of the combinatorial and generative components of language and tool behavior in our lineage. (shrink)

A wide range of countries decided to go into lockdown to contain the coronavirus disease (COVID-19) pandemic of 2020, a setting separating people and restricting their movements. We investigated how musicians dealt with this sudden restriction in mobility. Responses of 234 people were collected. The majority of respondents (95%) resided in Belgium or the Netherlands. Results indicated a decrease of 79% of live music making in social settings during lockdown compared with before lockdown. In contrast, an increase of 264% was (...) demonstrated for online joint music making. However, results showed that most respondents were largely or even completely unaccustomed with specialized platforms for online joint music making (e.g., JamKazam, Jamulus). Respondents reported to mostly use well-known video-conferencing platforms such as Zoom and Skype when playing together virtually. However, when such video-conferencing platforms were used, they were often not employed for synchronized playing and were generally reported to insufficiently deal with latency issues. Furthermore, respondents depending on music making as their main source of income explored online real-time methods significantly more than those relying on other income sources. Results also demonstrated an increase of 93% in the use of alternative remote joint music-making methods (e.g., recording parts separately and subsequently circulating these digital recordings). All in all, results of this study provide a more in-depth view on joint music making during the first weeks of lockdown induced by the COVID-19 pandemic of 2020, and demonstrate users’ perceptions of performance and usability of online real-time platforms as well as alternative methods for musical interaction. (shrink)

The evolved psychological process for producing social norms is both needed to facilitate emergent group-level traits and capable of delivering such a process. I discuss how this process can work to generate group-level traits and how specific mechanisms established to buttress social norms similarly can explain how group-level traits are supported.

Cet article vise à la fois à exposer les très sérieuses objections que soulèvent selon nous les thèses de la sémantique cognitive actuelle et à démontrer, point par point, la supériorité d’une approche médiationniste, i.e. prenant acte du rôle déterminant du langage dans le développement de la pensée humaine, tant au plan individuel qu’au plan collectif. Nous réfutons ainsi l’opinion, maintes fois exprimée dans les travaux de sémantique cognitive, selon laquelle la seule « alternative » à l’objectivisme serait un expérientialisme (...) de type mentaliste. Après une présentation impartiale des principales propositions et des grands concepts de la sémantique de Lakoff et Johnson, nous procédons à leur évaluation méthodique et exposons systématiquement les contre-propositions et contre-analyses qu’inspire une approche médiationniste. Est proposée notamment une reformulation médiationniste et non objectiviste du modèle des conditions nécessaires et suffisantes. (shrink)

The study of context can benefit greatly from re-examining some of the concepts arising from Anscombre and Ducrot’s argumentation theory from an adaptive perspective. By focusing on discourse dynamism, AT provides fresh angles from which to view key issues, such as the nature of context triggers; whether context construction is necessarily a background activity; in what way utterances set themselves up as contexts for the upcoming discourse; and the nature of the inferences whereby background knowledge and information are accessed. The (...) need for an adaptive perspective arises in connection with AT’s construal of context construction, which raises but cannot answer certain questions that are crucial to our understanding of context: these questions concern the source of the background knowledge required to understand the argumentative meanings under consideration. An adaptive perspective can offer a non-ad-hoc account of the source of the background knowledge involved, in terms of what pre-existing systems require to support their processing needs, and the information and knowledge they produce. Such an account builds on the assumptions that language can avail itself of processing strategies, skills, forms of know-how utilised by pre-existing systems, and has access to knowledge generated by systems such as perception and action production. (shrink)

Three experiments investigated the nature of visuo-auditory crossmodal cueing in a triadic setting: participants had to detect an auditory signal while observing another agent’s head facing one of the two laterally positioned auditory sources. Experiment 1 showed that when the agent’s eyes were open, sounds originating on the side of the agent’s gaze were detected faster than sounds originating on the side of the agent’s visible ear; when the agent’s eyes were closed this pat-tern of responses was reversed. Two additional (...) experiments showed that the results were sensitive to whether participants could infer a hearing function on the part of the agent. When no ear was depicted on the agent, only a gaze-side advantage was observed , but when the agent’s ear was covered , an ear side advantage was observed only when hearing could still be inferred but not when hearing was inferred to be diminished . The findings are discussed in the context of inferential and simulation processes and joint attention mechanisms. (shrink)

Why do humans reason? Many animals draw inferences, but reasoning—the tendency to produce and respond to reason-giving performances—is biologically unusual, and demands evolutionary explanation. Mercier and Sperber advance our understanding of reason’s adaptive function with their argumentative theory of reason. On this account, the “function of reason is argumentative… to devise and evaluate arguments intended to persuade.” ATR, they argue, helps to explain several well-known cognitive biases. In this paper, I develop a neighboring hypothesis called the intention alignment model and (...) contrast it with ATR. I conjecture that reasoning evolved primarily because it helped social hominins more readily and fully align their intentions. We use reasons to advance various proximal ends, but in the main, we do it to overwrite the beliefs and desires of others: to get others to think like us. Reason afforded our ancestors a powerful way to build and maintain the shared outlooks necessary for a highly collaborative existence. Yes, we sometimes argue so as to gain argumentative advantage over others, or otherwise advantage ourselves at the expense of those we argue with, but more often, we reason in ways that are mutually advantageous. In fact, there are excellent reasons for thinking this must be so. IAM, I suggest, neatly explains the available evidence, while also providing a more coherent account of reason’s origins. (shrink)

In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant (...) is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant. Keywords: multimodal input; eye contact; interactional adaptation; ecology of attention; social learning. (shrink)

Recent research suggests that language evolution is a process of cultural change, in which linguistic structures are shaped through repeated cycles of learning and use by domain-general mechanisms. This paper draws out the implications of this viewpoint for understanding the problem of language acquisition, which is cast in a new, and much more tractable, form. In essence, the child faces a problem of induction, where the objective is to coordinate with others (C-induction), rather than to model the structure of the (...) natural world (N-induction). We argue that, of the two, C-induction is dramatically easier. More broadly, we argue that understanding the acquisition of any cultural form, whether linguistic or otherwise, during development, requires considering the corresponding question of how that cultural form arose through processes of cultural evolution. This perspective helps resolve the “logical” problem of language acquisition and has far-reaching implications for evolutionary psychology. (shrink)

Theory of mind, the attribution of mental states to others is one form of social cognition. The aim of this paper is to highlight the importance of another, much simpler, form of social cognition, which I call vicarious representation. Vicarious representation is the attribution of other-centered properties to objects. This mental capacity is different from, and much simpler than, theory of mind as it does not imply the understanding (or representation) of the mental (or even perceptual) states of another agents. (...) I argue that the most convincing experiments that are supposed to show that non-human primates have theory of mind in fact demonstrate that they are capable of vicarious representation. The same is true for the experiments about the theory of mind of infants under 12 months. (shrink)

TEST is a novel taxonomy of knowledge representations based on three distinct hierarchically organized representational features: Tropism, Embodiment, and Situatedness. Tropic representational features reflect constraints of the physical world on the agent's ability to form, reactivate, and enrich embodied (i.e., resulting from the agent's bodily constraints) conceptual representations embedded in situated contexts. The proposed hierarchy entails that representations can, in principle, have tropic features without necessarily having situated and/or embodied features. On the other hand, representations that are situated and/or embodied (...) are likely to be simultaneously tropic. Hence, although we propose tropism as the most general term, the hierarchical relationship between embodiment and situatedness is more on a par, such that the dominance of one component over the other relies on the distinction between offline storage versus online generation as well as on representation-specific properties. (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)

Language evolution has long been researched. I will review a number of broad, emerging research directions which arguably have the potential to contribute to our understanding of language evolution. Emerging topics in genomics and neurolinguistics are explored, and human-specific levels of braincase globularity – and the broader process of self-domestication within which globularity seems capable of being encapsulated – will be argued to be the central pillars of any satisfactory and interdisciplinary model of language evolution.

I characterize the main approaches to the moral consideration of children developed in the light of the argument from 'marginal' cases, and develop a more adequate strategy that provides guidance about the moral responsibilities adults have towards children. The first approach discounts the significance of children's potential and makes obligations to all children indirect, dependent upon interests others may have in children being treated well. The next approaches agree that the potential of children is morally considerable, but disagree as to (...) whether and why children with intellectual disabilities are morally considerable. These approaches explore the moral significance of intellectual capacities, species membership, the capacity for welfare, and the interests of others. I argue that relationships characterized by reciprocity of care are morally valuable, that both the potential to be in such relationships and the actuality of being in them are morally valuable, and that many children with significant intellectual disabilities have this potential. (shrink)

Sacred Harp singers the world over gather weekly to sing out ofThe Sacred Harp, a collection of shape-note songs first published in 1844. Their tradition is highly ritualized, and it plays an important role in the lives of many participants. Following the implementation of lockdown protocols to combat the COVID-19 pandemic, groups of Sacred Harp singers quickly and independently devised a variety of means by which to sing together online using Zoom, Jamulus, and Facebook Live. The rapidity and creativity with (...) which Sacred Harp singers developed ways to sustain their activities attests to the strength and significance of this community of practice, and in this article I describe each modality and provide an account of how it came to be developed and widely used. As a participant-observer, I completed extensive fieldwork across these digital sites and conducted semi-structured interviews with 22 other singers. I found that online singing practices have reshaped the Sacred Harp community. Many singers who did not previously have the opportunity to participate now have access, while others have lost access due to technological barriers or lack of interest in online activities. At the same time, geographical barriers have disintegrated, and singing organizers must make an effort to maintain local identity. A stable community of singers has emerged in the digital realm, but it is by no means identical to the community that predated the pandemic. I also identify the ways in which online singing has proven meaningful to participants by providing continuity in their personal and communal practice. Specifically, online singing allows participants to access and celebrate their collective memories of the Sacred Harp community, carry out significant rituals, and continue to grow as singers. While no single modality replicates the complete Sacred Harp singing experience, together they function “like pieces in a puzzle”, allowing individual participants to access many of the elements of Sacred Harp singing that are most meaningful to them. (shrink)

A second-person approach that prioritizes dyadic emotional interaction is not well equipped to explain the origins of the understanding of mind conceived as intentionality. Instead, the critical elements that will deliver the understanding of self and other as persons with intentionality are shared object-centered interactions that include not only emotional engagement, but also joint attention and joint goal-directed action.

In this article, we postulate that belief understanding unfolds in two steps over ontogenetic time. We propose that belief understanding begins in interactive scenarios in which infants and toddlers respond directly and second-personally to the actions of a misinformed agent. This early understanding of beliefs is practical and grounded in the capacity for perspective-taking. Practical belief understanding guarantees effective interaction and communication with others who are acting on false assumptions. In a second step, children, at preschool age, acquire the capacity (...) to reflect on and arrive at third-personal judgments about a misinformed agent’s perspective. This capacity is theoretical and grounded in the ability to “confront” perspectives. It allows children to understand that beliefs can misrepresent the state of the world and to predict what (past, future, or hypothetical) actions follow from these beliefs. We conclude with ideas on how practical perspective-taking develops into theoretical perspective-confronting in early ontogeny. (shrink)

Early modern humans developed mental capabilities that were immeasurably greater than those of nonhuman primates. We see this in the rapid innovation in tool making, the development of complex language, and the creation of sophisticated art forms, none of which we find in our closest relatives. While we can readily observe the results of this high-order cognitive capacity, it is difficult to see how it could have developed. We take up the topic of cave art and archeoacoustics, particularly the discovery (...) that cave art is often closely connected to the acoustic properties of the cave chambers in which it is found. Apparently, early modern humans were able to detect the way sound reverberated in these chambers, and they painted artwork on surfaces that were acoustic “hot spots,” i.e., suitable for generating echoes. We argue that cave art is a form of cross-modality information transfer, in which acoustic signals are transformed into symbolic visual representations. This form of information transfer across modalities is an instance of how the symbolic mind of early modern humans was taking shape into concrete, externalized language. We also suggest that the earliest rock art found in Africa may constitute one of the first fossilized proxies for the expression of full-fledged human linguistic behavior. (shrink)

Theory of mind (ToM) and executive function (EF) have traditionally been measured starting in preschool and share a similar developmental progression into childhood. Although there is some research examining early ToM and EF in the first 3 years, further empirical evidence and a theoretical framework for a ToM-EF relationship from infancy to preschool are necessary. In this paper we review the ToM-EF relationship in preschoolers and provide evidence for early development in ToM, EF, and the ToM-EF relationship. We propose that (...) models of cognitive control (i.e., Hierarchical Competing Systems Model: Marcovitch & Zelazo (Journal of Cognition and Development 7:477–501, 2006), (Developmental Science 12:1–25, 2009)); and Levels of Consciousness Model: Zelazo (Trends in Cognitive Science 8:12–17, 2004) account for the ToM-EF relationship across childhood through domain-general developments in the ability to form and reflect on relevant representations that can guide behavior in both ToM and EF situations. The combination of these models also presents unique, domain-general considerations for interpreting early ToM from infancy to preschool. (shrink)

In recent years, there has been a great deal of controversy in the philosophy of mind, developmental psychology and cognitive neuroscience both about how to conceptualize empathy and about the connections between empathy and interpersonal understanding. Ideally, we would first establish a consensus about how to conceptualize empathy, and then analyze the potential contribution of empathy to interpersonal understanding. However, it is not at all clear that such a consensus will soon be forthcoming, given that different people have fundamentally conflicting (...) intuitions about the concept of empathy. Thus, instead of trying to resolve this controversy, I will try to show that a fair amount of consensus is within reach about how empathy can be a source of interpersonal understanding even in the absence of a consensus about how to conceptualize empathy. As we shall see, the main controversy concerns a few phenomena that some researchers view as necessary conditions of empathy, but which others view either as merely characteristic features or as consequences of empathy. My strategy will be to try to show how empathy can generate interpersonal understanding by virtue of these phenomena—regardless of whether one chooses to conceptualize them as necessary conditions of empathy. (shrink)

In recent years, several minimalist accounts of joint action have been offered (e.g. Tollefsen Philosophy of the Social Sciences 35:75–97, 2005; Sebanz et al. Journal of Experimental Psychology: Human Perception and Performance, 31(6): 234–1246, 2006; Vesper et al. Neural Networks 23 (8/9): 998–1003, 2010), which seek to address some of the shortcomings of classical accounts. Minimalist accounts seek to reduce the cognitive complexity demanded by classical accounts either by leaving out shared intentions or by characterizing them in a way that (...) does not demand common knowledge of complex, interconnected structures of intentions. Moreover, they propose models of the actual factors facilitating online coordination of movements. The present proposal aims to enrich a minimalist framework by showing how shared emotions can facilitate coordination without presupposing common knowledge of complex, interconnected structures of intentions. Shared emotions are defined for the purposes of this paper as affective states that fulfill two minimal criteria: (a) they are expressed (verbally or otherwise) by one person; and (b) the expression is perceived (consciously or unconsciously) by another person. Various ways in which the fulfillment of (a) and (b) can lead to effects that function as coordinating factors in joint action are distinguished and discussed. (shrink)

In recent years, a number of approaches to social cognition research have emerged that highlight the importance of embodied interaction for social cognition (Reddy, How infants know minds, 2008; Gallagher, J Conscious Stud 8:83–108, 2001; Fuchs and Jaegher, Phenom Cogn Sci 8:465–486, 2009; Hutto, in Seemans (ed.) Joint attention: new developments in psychology, philosophy of mind and social neuroscience, 2012). Proponents of such ‘interactionist’ approaches emphasize the importance of embodied responses that are engaged in online social interaction, and which, according (...) to interactionists, present an alternative to mindreading as a source of social understanding. We agree that it is important to take embodied interaction seriously, but do not agree that this presents a fundamental challenge to mainstream mindreading approaches. Drawing upon an analogy between embodied interaction and the exercise of expert skills, we advocate a hierarchical view which claims that embodied social responses generally operate in close conjunction with higher-level cognitive processes that play a coordinative role, and which are often sensitive to mental states. Thus, investigation of embodied responses should inform rather than conflict with research on mindreading. (shrink)