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  1. Mindblindness an Essay on Autism and "Theory of Mind".Simon Baron-Cohen - 1995
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  • Fixation of Belief and Concept Acquisition.Jerry A. Fodor - 1980 - In Massimo Piattelli-Palmarini (ed.), Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. Harvard University Press. pp. 142-162.
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  • Knowledge (Explicit and Implicit): Philosophical Aspects.M. Davies - 2001 - In N. J. Smelser & B. Baltes (eds.), International Encyclopedia of the Social and Behavioral Sciences. pp. 12--8126.
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  • The Concept of Mind.Gilbert Ryle - 1949 - Hutchinson & Co.
    This now-classic work challenges what Ryle calls philosophy's "official theory," the Cartesians "myth" of the separation of mind and matter. Ryle's linguistic analysis remaps the conceptual geography of mind, not so much solving traditional philosophical problems as dissolving them into the mere consequences of misguided language. His plain language and esstentially simple purpose place him in the traditioin of Locke, Berkeley, Mill, and Russell.
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  • Lot 2: The Language of Thought Revisited.Jerry A. Fodor - 2008 - Oxford University Press.
    Jerry Fodor presents a new development of his famous Language of Thought hypothesis, which has since the 1970s been at the centre of interdisciplinary debate about how the mind works. Fodor defends and extends the groundbreaking idea that thinking is couched in a symbolic system realized in the brain. This idea is central to the representational theory of mind which Fodor has established as a key reference point in modern philosophy, psychology, and cognitive science. The foundation stone of our present (...)
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  • Folk Psychology.Stephen P. Stich & Shaun Nichols - 2002 - In Stephen P. Stich & Ted A. Warfield (eds.), Encyclopedia of Cognitive Science. Blackwell. pp. 35-71.
    For the last 25 years discussions and debates about commonsense psychology (or “folk psychology,” as it is often called) have been center stage in the philosophy of mind. There have been heated disagreements both about what folk psychology is and about how it is related to the scientific understanding of the mind/brain that is emerging in psychology and the neurosciences. In this chapter we will begin by explaining why folk psychology plays such an important role in the philosophy of mind. (...)
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  • The Concept of Mind.Gilbert Ryle - 1949 - Revue Philosophique de la France Et de l'Etranger 141:125-126.
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  • Mental Simulation, Tacit Theory, and the Threat of Collapse.Tony Stone - 2001 - Philosophical Topics 29 (1/2):127-173.
    According to the theory theory of folk psychology, our engagement in the folk psychological practices of prediction, interpretation and explanation draws on a rich body of knowledge about psychological matters. According to the simulation theory, in apparent contrast, a fundamental role is played by our ability to identify with another person in imagination and to replicate or re-enact aspects of the other person’s mental life. But amongst theory theorists, and amongst simulation theorists, there are significant differences of approach.
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  • A Tutorial Introduction to Bayesian Models of Cognitive Development.Amy Perfors, Joshua B. Tenenbaum, Thomas L. Griffiths & Fei Xu - 2011 - Cognition 120 (3):302-321.
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  • Do Young Children Have Adult Syntactic Competence?Michael Tomasello - 2000 - Cognition 74 (3):209-253.
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  • Folk Psychology: Simulation or Tacit Theory?Stephen Stich & Shaun Nichols - 1992 - Mind and Language 7 (1-2):35-71.
    A central goal of contemporary cognitive science is the explanation of cognitive abilities or capacities. [Cummins 1983] During the last three decades a wide range of cognitive capacities have been subjected to careful empirical scrutiny. The adult's ability to produce and comprehend natural language sentences and the child's capacity to acquire a natural language were among the first to be explored. [Chomsky 1965, Fodor, Bever & Garrett 1974, Pinker 1989] There is also a rich literature on the ability to solve (...)
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  • Analogy and Creativity in the Works of Johannes Kepler.Dedre Gentner, Sarah Brem, Ron Ferguson, Philip Wolff, Arthur B. Markman & Ken Forbus - 1997 - In T. B. Ward, S. M. Smith & J. Viad (eds.), Creative Thought: An Investigation of Conceptual Structures and Processes. American Psychological Association.
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  • Core Mechanisms in ‘Theory of Mind’.Alan M. Leslie, Ori Friedman & Tim P. German - 2004 - Trends in Cognitive Sciences 8 (12):528-533.
    Our ability to understand the thoughts and feelings of other people does not initially develop as a theory but as a mechanism. The ‘ theory of mind ’ mechanism is part of the core architecture of the human brain, and is specialized for learning about mental states. Impaired development of this mechanism can have drastic effects on social learning, seen most strikingly in the autistic spectrum disorders. ToMM kick-starts belief–desire attribution but effective reasoning about belief contents depends on a process (...)
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  • Words, Thoughts, and Theories.Alison Gopnik - 1997 - MIT Press.
    Recently, the theory theory has led to much interesting research. However, this is the first book to look at the theory in extensive detail and to systematically contrast it with other theories.
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  • The Origin of Concepts.Susan Carey - 2009 - Oxford University Press.
    Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially. Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition (...)
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  • Three Faces of Desire.Timothy Schroeder - 2004 - Oxford University Press.
    To desire something is a condition familiar to everyone. It is uncontroversial that desiring has something to do with motivation, something to do with pleasure, and something to do with reward. Call these "the three faces of desire." The standard philosophical theory at present holds that the motivational face of desire presents its unique essence--to desire a state of affairs is to be disposed to act so as to bring it about. A familiar but less standard account holds the hedonic (...)
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  • Simulating Minds: The Philosophy, Psychology, and Neuroscience of Mindreading.Alvin I. Goldman - 2006 - Oxford University Press USA.
    People are minded creatures; we have thoughts, feelings and emotions. More intriguingly, we grasp our own mental states, and conduct the business of ascribing them to ourselves and others without instruction in formal psychology. How do we do this? And what are the dimensions of our grasp of the mental realm? In this book, Alvin I. Goldman explores these questions with the tools of philosophy, developmental psychology, social psychology and cognitive neuroscience. He refines an approach called simulation theory, which starts (...)
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  • Fixation of Belief and Concept Acquisition.Jerry A. Fodor - 1980 - In Massimo Piattelli-Palmarini (ed.), Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. Harvard University Press. pp. 142--149.
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  • The Work of the Imagination.Tamar Szabó Gendler - 2002 - Mind 111 (442):414-418.
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  • The Language of Thought.Patricia Smith Churchland - 1975 - Noûs 14 (1):120-124.
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  • How to Interpret Infant Socio-Cognitive Competence.Tadeusz Wieslaw Zawidzki - 2011 - Review of Philosophy and Psychology 2 (3):483-497.
    I review recent evidence that very young, pre-verbal infants attribute belief-like states when anticipating the behavior of others. This evidence is drawn from infant performance on non-verbal false belief tasks. I argue that, contrary to typical interpretations, such evidence does not show that infants attribute belief-like states. Rather, it shows that infants apply an enhanced version of what Gergely ( 2011 ) calls the “teleological stance” to brief bouts of behavior. This requires them to parse behavioral sequences into goals and (...)
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  • The Language of Thought.Jerry A. Fodor - 1975 - Harvard University Press.
    INTRODUCTION: TWO KINDS OF RLDUCTIONISM The man who laughs is the one who has not yet heard the terrible news. BERTHOLD BRECHT I propose, in this book, ...
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  • Modularity, Development and "Theory of Mind".Alan M. Leslie & Brian J. Scholl - 1999 - Mind and Language 14 (1):131-153.
    Psychologists and philosophers have recently been exploring whether the mechanisms which underlie the acquisition of ‘theory of mind’ (ToM) are best charac- terized as cognitive modules or as developing theories. In this paper, we attempt to clarify what a modular account of ToM entails, and why it is an attractive type of explanation. Intuitions and arguments in this debate often turn on the role of develop- ment: traditional research on ToM focuses on various developmental sequences, whereas cognitive modules are thought (...)
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  • Understanding and Sharing Intentions: The Origins of Cultural Cognition.Michael Tomasello, Malinda Carpenter, Josep Call, Tanya Behne & Henrike Moll - 2005 - Behavioral and Brain Sciences 28 (5):675-691.
    We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with others and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and (...)
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  • Analogical Cognition: Applications in Epistemology and the Philosophy of Mind and Language.Theodore Bach - 2012 - Philosophy Compass 7 (5):348-360.
    Analogical cognition refers to the ability to detect, process, and learn from relational similarities. The study of analogical and similarity cognition is widely considered one of the ‘success stories’ of cognitive science, exhibiting convergence across many disciplines on foundational questions. Given the centrality of analogy to mind and knowledge, it would benefit philosophers investigating topics in epistemology and the philosophies of mind and language to become familiar with empirical models of analogical cognition. The goal of this essay is to describe (...)
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  • The Work of the Imagination.Paul Harris - 2000 - Wiley-Blackwell.
    This book demonstrates how children's imagination makes a continuing contribution to their cognitive and emotional development.
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  • Mechanisms of Theory Formation in Young Children.Alison Gopnik - 2004 - Trends in Cognitive Sciences 8 (8):371-377.
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  • The Language of Thought.J. A. Fodor - 1978 - Critica 10 (28):140-143.
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  • A Unified Account of Abstract Structure and Conceptual Change: Probabilistic Models and Early Learning Mechanisms.Alison Gopnik - 2011 - Behavioral and Brain Sciences 34 (3):129-130.
    We need not propose, as Carey does, a radical discontinuity between core cognition, which is responsible for abstract structure, and language and which are responsible for learning and conceptual change. From a probabilistic models view, conceptual structure and learning reflect the same principles, and they are both in place from the beginning.
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  • First, We Assume a Spherical Cow..Lera Boroditsky & Michael Ramscar - 2001 - Behavioral and Brain Sciences 24 (4):656-657.
    There is an old joke about a theoretical physicist who was charged with figuring out how to increase the milk production of cows. Although many farmers, biologists, and psychologists had tried and failed to solve the problem before him, the physicist had no trouble coming up with a solution on the spot. “ First,” he began, “we assume a spherical cow... ” [Tenenbaum & Griffiths].
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  • False-Belief Understanding in Infants.Zijing He Renée Baillargeon, Rose M. Scott - 2010 - Trends in Cognitive Sciences 14 (3):110.
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  • Making a Silk Purse Out of Two Sow's Ears: Young Children's Use of Comparison in Category Learning.Laura L. Namy & Dedre Gentner - 2002 - Journal of Experimental Psychology: General 131 (1):5-15.
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  • Bayesian Models of Cognition: What's Built in After All?Amy Perfors - 2012 - Philosophy Compass 7 (2):127-138.
    This article explores some of the philosophical implications of the Bayesian modeling paradigm. In particular, it focuses on the ramifications of the fact that Bayesian models pre‐specify an inbuilt hypothesis space. To what extent does this pre‐specification correspond to simply ‘‘building the solution in''? I argue that any learner must have a built‐in hypothesis space in precisely the same sense that Bayesian models have one. This has implications for the nature of learning, Fodor's puzzle of concept acquisition, and the role (...)
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  • Structure-Mapping: Directions From Simulation to Theory.Theodore Bach - 2011 - Philosophical Psychology 24 (1):23-51.
    The theory of mind debate has reached a “hybrid consensus” concerning the status of theory-theory and simulation-theory. Extant hybrid models either specify co-dependency and implementation relations, or distribute mentalizing tasks according to folk-psychological categories. By relying on a non-developmental framework these models fail to capture the central connection between simulation and theory. I propose a “dynamic” hybrid that is informed by recent work on the nature of similarity cognition. I claim that Gentner’s model of structure-mapping allows us to understand simulation (...)
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  • False-Belief Understanding in Infants.Renée Baillargeon, Rose M. Scott & Zijing He - 2010 - Trends in Cognitive Sciences 14 (3):110-118.
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  • Simulation Vs. Theory-Theory: What is at Issue?Jane Heal - 1994 - In Christopher Peacocke (ed.), Objectivity, Simulation and the Unity of Consciousness: Current Issues in the Philosophy of Mind. Oxford University Press.
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  • The Present Status of the Innateness Controversy.Jerry A. Fodor - 1981 - In Jerry Fodor (ed.), RePresentations: Philosophical Essays on the Foundations of Cognitive Science. Cambridge, MA: MIT Press. pp. 257-316.
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  • The Roles of Similarity in Transfer: Separating Retrievability From Inferential Soundness.Kenneth D. Forbus, Dedre Gentner & Mary Jo Rattermann - 1993 - Cognitive Psychology 25 (4).
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  • The Simulation Theory: Objections and Misconceptions.Robert M. Gordon - 1992 - Mind and Language 7 (1-2):11-34.
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  • Folk Psychology: Simulation Versus Tacit Theory.S. Stich & S. Nichols - 1992 - Mind and Language 7 (1-2):29-65.
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  • Folk Psychology and Theoretical Status.George Botterill - 1996 - In Peter Carruthers & Peter K. Smith (eds.), Theories of Theories of Mind. Cambridge University Press. pp. 105--118.
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  • Words, Thoughts, and Theories.Alison Gopnik & Andrew N. Meltzoff - 1999 - Mind 108 (430):395-398.
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  • Why We 'Re so Smart'.Dedre Gentner - 2003 - In Dedre Getner & Susan Goldin-Meadow (eds.), Language in Mind: Advances in the Study of Language and Thought. MIT Press. pp. 195--235.
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  • Language in Mind: Advances in the Study of Language and Thought.Dedre Getner & Susan Goldin-Meadow (eds.) - 2003 - MIT Press.
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  • Coordinated Affect with Mothers and Strangers: A Longitudinal Analysis of Joint Engagement Between 5 and 9 Months of Age. [REVIEW]Tricia Striano & Evelin Bertin - 2005 - Cognition and Emotion 19 (5):781-790.
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  • Simulation as Explicitation of Predication-Implicit Knowledge About the Mind: Arguments for a Simulation-Theory Mix.Josef Perner - 1996 - In Peter Carruthers & Peter K. Smith (eds.), Theories of Theories of Mind. Cambridge University Press. pp. 90--104.
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  • What Puts the Jointness Into Joint Attention?R. Peter Hobson - 2005 - In Naomi Eilan, Christoph Hoerl, Teresa McCormack & Johannes Roessler (eds.), Joint Attention: Communication and Other Minds. Issues in Philosophy and Psychology. Oxford University Press. pp. 185.
    This chapter argues that joint attention needs to be understood in terms of one person's engagement with another person's engagement with the world. It is pivotal from a developmental perspective that we have an appropriate view of what is involved when we share experiences, or when we perceive and align with another person's ‘attention’ as a bodily-expressed and affectively toned relation with the environment. The chapter explores these theoretical issues through studies involving children with autism, who have limited ability to (...)
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