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  1. How the Body Shapes the Mind.Shaun Gallagher - 2005 - Oxford, GB: Oxford University Press UK.
    How the Body Shapes the Mind is an interdisciplinary work that addresses philosophical questions by appealing to evidence found in experimental psychology, neuroscience, studies of pathologies, and developmental psychology. There is a growing consensus across these disciplines that the contribution of embodiment to cognition is inescapable. Because this insight has been developed across a variety of disciplines, however, there is still a need to develop a common vocabulary that is capable of integrating discussions of brain mechanisms in neuroscience, behavioural expressions (...)
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  • The Child's Conception of Space.Jean Piaget, Baerbel Inhelder, F. J. Langdon & J. L. Lunzer - 1957 - British Journal of Educational Studies 5 (2):187-189.
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  • The Number Sense: How the Mind Creates Mathematics.Stanislas Dehaene - 1999 - British Journal of Educational Studies 47 (2):201-203.
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  • The Phenomenology of the Social World*[1932].Alfred Schutz - 2007 - In Craig J. Calhoun (ed.), Contemporary sociological theory. Malden, MA: Blackwell. pp. 2--32.
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  • Relevance: Communication and Cognition.Dan Sperber & Deirdre Wilson - 1986/1995 - Oxford: Blackwell.
    This revised edition includes a new Preface outlining developments in Relevance Theory since 1986, discussing the more serious criticisms of the theory, and ...
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  • Shared cooperative activity.Michael E. Bratman - 1992 - Philosophical Review 101 (2):327-341.
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  • (1 other version)Mindreading: An Integrated Account of Pretence, Self-Awareness, and Understanding Other Minds.Shaun Nichols & Stephen P. Stich - 2003 - Oxford, GB: Oxford University Press. Edited by Stephen P. Stich.
    The everyday capacity to understand the mind, or 'mindreading', plays an enormous role in our ordinary lives. Shaun Nichols and Stephen Stich provide a detailed and integrated account of the intricate web of mental components underlying this fascinating and multifarious skill. The imagination, they argue, is essential to understanding others, and there are special cognitive mechanisms for understanding oneself. The account that emerges has broad implications for longstanding philosophical debates over the status of folk psychology. Mindreading is another trailblazing volume (...)
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  • The Visual Brain in Action.David Milner & Mel Goodale - 2006 - Oxford University Press.
    First published in 1995, The Visual Brain in Action remains a seminal publication in the cognitive sciences. For this new edition, a very substantial and illustrated epilogue has been added to the book in which Milner and Goodale review the key developments that support or challenge the views that were put forward in the first edition.
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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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  • How the Body Shapes the Mind.Shaun Gallagher - 2007 - Philosophy 82 (319):196-200.
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  • Two reasons to abandon the false belief task as a test of theory of mind.Paul Bloom - 2000 - Cognition 77 (1):25-31.
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  • Where to look first for children's knowledge of false beliefs.Michael Siegal & Karen Beattie - 1991 - Cognition 38 (1):1-12.
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  • Autism, Morality and Empathy.Frédérique De Vignemont - unknown
    The golden rule of most religions assumes that the cognitive abilities of perspective-taking and empathy are the basis of morality. One would therefore predict that people that display difficulties in those abilities, such as people with psychopathy and autism, are impaired in morality. But then why do autistics have a sense of morality while psychopaths do not, given that they both display a deficit of empathy? We would like here to refine some of the views on autism and morality. In (...)
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  • Egocentrism, allocentrism, and Asperger syndrome.Uta Frith & Frederique de Vignemont - 2005 - Consciousness and Cognition 14 (4):719-738.
    In this paper, we attempt to make a distinction between egocentrism and allocentrism in social cognition, based on the distinction that is made in visuo-spatial perception. We propose that it makes a difference to mentalizing whether the other person can be understood using an egocentric (‘‘you'') or an allocentric (‘‘he/ she/they'') stance. Within an egocentric stance, the other person is represented in relation to the self. By contrast, within an allocentric stance, the existence or mental state of the other person (...)
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  • Understanding the Representational Mind.Josef Perner - 1991 - Cambridge: MIT Press.
    A model of writing in cognitive development, Understanding the Representational Mind synthesizes the burgeoning literature on the child’s theory of mind to provide an integrated account of children’s understanding of representational and mental processes, which is crucial in their acquisition of our commonsense psychology. Perner describes experimental work on children’s acquisition of a theory of mind and representation, offers a theoretical account of this acquisition, and gives examples of how the increased sophistication in children’s theory of mind improves their understanding (...)
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  • The visual brain in action (precis).David Milner - 1998 - PSYCHE: An Interdisciplinary Journal of Research On Consciousness 4.
    First published in 1995, The Visual Brain in Action remains a seminal publication in the cognitive sciences. It presents a model for understanding the visual processing underlying perception and action, proposing a broad distinction within the brain between two kinds of vision: conscious perception and unconscious 'online' vision. It argues that each kind of vision can occur quasi-independently of the other, and is separately handled by a quite different processing system. In the 11 years since publication, the book has provoked (...)
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  • Making explicit 3-year-olds' implicit competence with their own false beliefs.Norman H. Freeman & Hazel Lacohée - 1995 - Cognition 56 (1):31-60.
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