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  1. Reflexively mindblind: Using theory of mind to interpret behavior requires effortful attention.Shuhong Lin, Boaz Keysar & Nicholas Epley - 2010 - Journal of Experimental Social Psychology 46 (3):551-556.
    People commonly interpret others’ behavior in terms of the actors’ underlying beliefs, knowledge, or other mental states, thereby using their “theory of mind.” Two experiments suggest that using one’s theory of mind is a relatively effortful process. In both experiments, people reflexively used their own knowledge and beliefs to follow a speaker’s instruction, but only effortfully used their theory of mind to take into account a speaker’s intention to interpret those instructions. In Experiment 1, people with lower working memory capacity (...)
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  • Referring as a collaborative process.Herbert H. Clark & Deanna Wilkes-Gibbs - 1986 - Cognition 22 (1):1-39.
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  • Saying what you mean in dialogue: A study in conceptual and semantic co-ordination.Simon Garrod & Anthony Anderson - 1987 - Cognition 27 (2):181-218.
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  • Social interaction and the development of definite descriptions.Werner Deutsch & Thomas Pechmann - 1982 - Cognition 11 (2):159-184.
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  • Two- and Four-Year-Olds Learn to Adapt Referring Expressions to Context: Effects of Distracters and Feedback on Referential Communication.Danielle Matthews, Jessica Butcher, Elena Lieven & Michael Tomasello - 2012 - Topics in Cognitive Science 4 (2):184-210.
    Children often refer to things ambiguously but learn not to from responding to clarification requests. We review and explore this learning process here. In Study 1, eighty-four 2- and 4-year-olds were tested for their ability to request stickers from either (a) a small array with one dissimilar distracter or (b) a large array containing similar distracters. When children made ambiguous requests, they received either general feedback or specific questions about which of two options they wanted. With training, children learned to (...)
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  • Judgment and Reasoning in the Child.Jean Piaget - 1928 - Humana Mente 3 (12):551-554.
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  • When do speakers take into account common ground?William S. Horton & Boaz Keysar - 1996 - Cognition 59 (1):91-117.
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