A Unified Account of General Learning Mechanisms and Theory‐of‐Mind Development

Mind and Language 29 (3):351-381 (2014)
Download Edit this record How to cite View on PhilPapers
Abstract
Modularity theorists have challenged that there are, or could be, general learning mechanisms that explain theory-of-mind development. In response, supporters of the ‘scientific theory-theory’ account of theory-of-mind development have appealed to children's use of auxiliary hypotheses and probabilistic causal modeling. This article argues that these general learning mechanisms are not sufficient to meet the modularist's challenge. The article then explores an alternative domain-general learning mechanism by proposing that children grasp the concept belief through the progressive alignment of relational structure that occurs as a result of structural-comparison. The article also explores the implications of the proposed account for Fodor's puzzle of conceptual learning.
PhilPapers/Archive ID
BACAUA
Revision history
Archival date: 2014-06-12
View upload history
References found in this work BETA

View all 30 references / Add more references

Citations of this work BETA

Add more citations

Added to PP index
2014-06-05

Total downloads
218 ( #11,913 of 37,126 )

Recent downloads (6 months)
20 ( #16,957 of 37,126 )

How can I increase my downloads?

Monthly downloads since first upload
This graph includes both downloads from PhilArchive and clicks to external links.