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  1. How we know our own minds: The relationship between mindreading and metacognition.Peter Carruthers - 2009 - Behavioral and Brain Sciences 32 (2):121-138.
    Four different accounts of the relationship between third-person mindreading and first-person metacognition are compared and evaluated. While three of them endorse the existence of introspection for propositional attitudes, the fourth (defended here) claims that our knowledge of our own attitudes results from turning our mindreading capacities upon ourselves. Section 1 of this target article introduces the four accounts. Section 2 develops the “mindreading is prior” model in more detail, showing how it predicts introspection for perceptual and quasi-perceptual (e.g., imagistic) mental (...)
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  • Mindreading in Infancy.Peter Carruthers - 2013 - Mind and Language 28 (2):141-172.
    Various dichotomies have been proposed to characterize the nature and development of human mindreading capacities, especially in light of recent evidence of mindreading in infants aged 7 to 18 months. This article will examine these suggestions, arguing that none is currently supported by the evidence. Rather, the data support a modular account of the domain-specific component of basic mindreading capacities. This core component is present in infants from a very young age and does not alter fundamentally thereafter. What alters with (...)
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  • Mindreading underlies metacognition.Peter Carruthers - 2009 - Behavioral and Brain Sciences 32 (2):164-182.
    This response defends the view that human metacognition results from us turning our mindreading capacities upon ourselves, and that our access to our own propositional attitudes is through interpretation rather than introspection. Relevant evidence is considered, including that deriving from studies of childhood development and other animal species. Also discussed are data suggesting dissociations between metacognitive and mindreading capacities, especially in autism and schizophrenia.
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  • There must be more to development of mindreading and metacognition than passing false belief tasks.Mikolaj Hernik, Pasco Fearon & Peter Fonagy - 2009 - Behavioral and Brain Sciences 32 (2):147-148.
    We argue that while it is a valuable contribution, Carruthers' model may be too restrictive to elaborate our understanding of the development of mindreading and metacognition, or to enrich our knowledge of individual differences and psychopathology. To illustrate, we describe pertinent examples where there may be a critical interplay between primitive social-cognitive processes and emerging self-attributions.
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  • Strangers to Ourselves: Discovering the Adaptive Unconscious.Timothy D. Wilson - 2002 - Cambridge, Mass.: Harvard University Press.
    This is not your psychoanalyst's unconscious.
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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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  • The Evolution of Self-Knowledge.Peter Carruthers, Logan Fletcher & J. Brendan Ritchie - 2012 - Philosophical Topics 40 (2):13-37.
    Humans have the capacity for awareness of many aspects of their own mental lives—their own experiences, feelings, judgments, desires, and decisions. We can often know what it is that we see, hear, feel, judge, want, or decide. This article examines the evolutionary origins of this form of self-knowledge. Two alternatives are contrasted and compared with the available evidence. One is first-person based: self-knowledge is an adaptation designed initially for metacognitive monitoring and control. The other is third-person based: self-knowledge depends on (...)
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  • Identity-related autobiographical memories and cultural life scripts in patients with Borderline Personality Disorder.Carsten René Jørgensen, Dorthe Berntsen, Morten Bech, Morten Kjølbye, Birgit E. Bennedsen & Stine B. Ramsgaard - 2012 - Consciousness and Cognition 21 (2):788-798.
    Disturbed identity is one of the defining characteristics of Borderline Personality Disorder manifested in a broad spectrum of dysfunctions related to the self, including disturbances in meaning-generating self-narratives. Autobiographical memories are memories of personal events that provide crucial building-blocks in our construction of a life-story, self-concept, and a meaning-generating narrative identity. The cultural life script represents culturally shared expectations as to the order and timing of life events in a prototypical life course within a given culture. It is used to (...)
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  • What can we say about the inner experience of the young child?Charles Fernyhough - 2009 - Behavioral and Brain Sciences 32 (2):143-144.
    Inner experience is proposed as a basis for self-interpretation in both children and adults, but young children's inner experience may not be comparable to our own. I consider evidence on children's attribution of inner experience, experience sampling, and the development of inner speech, concluding that Carruthers' theory should predict a developmental lag between mindreading and metacognition.
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