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
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
Upload history
Archival date: 2014-06-12
View other versions
Added to PP index

Total views
480 ( #12,125 of 2,438,797 )

Recent downloads (6 months)
20 ( #32,656 of 2,438,797 )

How can I increase my downloads?

Downloads since first upload
This graph includes both downloads from PhilArchive and clicks on external links on PhilPapers.