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 (...) of social interaction and how, in the case of autistic children, an impairment results in social ineptitude. He analyzes the concepts of representation and metarepresentation as they appear in current discussion in the philosophy of cognitive science and explains how the unfolding of mental representation enables infants to comprehend change over time, engage in pretence, and use representational systems like pictures and language. Perner goes on to show that around age four children become able to understand the representational nature of pictures and language and to distinguish appearance from reality. Introducing basic distinctions in philosophy of mind for characterizing the mental, Perner discusses differences in how commonsense and cognitive psychology view the mind. Tracing the onset of a commonsense psychology in the social and emotional awareness of early infancy, he reveals how the child begins to take a cognitive, representational view of the mind with repercussions for children’s episodic memory, self control, and their ability to engage in deception. Perner concludes by describing the observed developmental changes as a case of theory change And contrasts his thesis with competing proposals. Josef Perner is Lecturer in Experimental Psychology at Sussex University, Brighton, England. (shrink)

It has often been suggested that people’s ordinary capacities for understanding the world make use of much the same methods one might find in a formal scientific investigation. A series of recent experimental results offer a challenge to this widely-held view, suggesting that people’s moral judgments can actually influence the intuitions they hold both in folk psychology and in causal cognition. The present target article distinguishes two basic approaches to explaining such effects. One approach would be to say that the (...) relevant competencies are entirely non-moral but that some additional factor (conversational pragmatics, performance error, etc.) then interferes and allows people’s moral judgments to affect their intuitions. Another approach would be to say that moral considerations truly do figure in workings of the competencies themselves. It is argued that the data available now favor the second of these approaches over the first. (shrink)

Four experiments examined people’s folk-psychological concept of intentional action. The chief question was whether or not _evaluative _considerations — considerations of good and bad, right and wrong, praise and blame — played any role in that concept. The results indicated that the moral qualities of a behavior strongly influence people’s judgements as to whether or not that behavior should be considered ‘intentional.’ After eliminating a number of alternative explanations, the author concludes that this effect is best explained by the hypothesis (...) that evaluative considerations do play some role in people’s concept of intentional action.<b> </b>. (shrink)

Shows that the very same asymmetries that arise for intentionally also arise from deciding, desiring, in favor of, opposed to, and advocating. It seems that the phenomenon is not due to anything about the concept of intentional action in particular. Rather, the effects observed for the concept of intentional action should be regarded as just one manifestation of the pervasive impact of moral judgment.

Among philosophers, there are at least two prevalent views about the core concept of intentional action. View I (Adams 1986, 1997; McCann 1986) holds that an agent S intentionally does an action A only if S intends to do A. View II (Bratman 1987; Harman 1976; and Mele 1992) holds that there are cases where S intentionally does A without intending to do A, as long as doing A is foreseen and S is willing to accept A as a consequence (...) of S’s action. Joshua Knobe (2003a) presents intriguing data that may be taken to support the second view.1 Knobe’s data show an asymmetry in folk judgements. People are more inclined to judge that S did A intentionally, even when not intended, if A was perceived as causing a harm (e.g. harming the environment). There is an asymmetry because people are not inclined to see S’s action as intentional, when not intended, if A is perceived as causing a benefit (e.g. helping the environment). In this paper we will discuss Knobe’s results in detail. We will raise the question of whether his ordinary language surveys of folk judgments have accessed core concepts of intentional action. We suspect that instead Knobe’s surveys are tapping into pragmatic aspects of intentional language and its role in moral praise and blame. We will suggest alternative surveys that we plan to conduct to get at this difference, and we will attempt to explain the pragmatic usage of intentional language. (shrink)

A conversational implicature is an inference that consists in attributing to a speaker an implicit meaning that goes beyond the explicit linguistic meaning of an utterance. This paper experimentallyinvestigates scalar implicature, a paradigmatic case of implicature in which a speaker's use of a term like Some indicates that the speaker had reasons not to use a more informative one from the samescale, e.g. All; thus, Some implicates Not all. Pragmatic theorists like Grice would predict that a pragmatic interpretation is determined (...) only after its explicit, logical meaning is incorporated (e.g. whereSome means at least one). The present work aims to developmentally unpack this prediction by showing how younger, albeit competent, reasoners initially treat a relatively weak term logically beforebecoming aware of its pragmatic potential. Three experiments are presented. Experiment 1 presents a modal reasoning scenario offering an exhaustive set of conclusions; critical among these isparticipants' evaluation of a statement expressing Might be x when the context indicates that the stronger Must be x is true. The conversationally-infelicitous Might be x can be understood logically(e.g. as compatible with Must) or pragmatically (as exclusive to must). Results from five-, seven-, and nine-year-olds as well as adults revealed that a) seven-year-olds are the youngest to demonstratemodal competence overall and that; b) seven- and nine-year-olds treat the infelicitous Might logically significantly more often than adults do. Experiment 2 showed how training with the modal taskcan suspend the implicatures for adults. Experiment 3 provides converging evidence of the developmental pragmatic effect with the French existential quantifier Certains (Some). Whilelinguistically-sophisticated children (eight- and ten-year-olds olds) typically treat Certains as compatible with Tous (All), adults are equivocal. These results, which are consistent with unanticipatedfindings in classic developmental papers, reveal a consistent ordering in which representations of weak scalar terms tend to be treated logically by young competent participants and morepragmatically by older ones. This work is also relevant to the treatment of scalar implicatures in the reasoning literature. (shrink)

In this paper, I first review some of the recent empirical work on the biasing effect that moral considerations have on folk ascriptions of intentional action. Then, I use Mark Alicke's affective model of blame attribution to explain this biasing effect. Finally, I discuss the relevance of this research - both philosophical and psychological - to the problem of the partiality of jury deliberation. After all, if the immorality of an action does affect folk ascriptions of intentionality, and all serious (...) criminal offenses - e.g., murder and rape - are immoral in addition to being illegal, then a juror's ability to determine the relevant mens rea (i.e., guilty mind) of a defendant in an unbiased way may be seriously undermined. (shrink)

Theory of mind, the capacity to understand and ascribe mental states, has traditionally been conceptualized as analogous to a scientific theory. However, recent work in philosophy and psychology has documented a "side-effect effect" suggesting that moral evaluations influence mental state ascriptions, and in particular whether a behavior is described as having been performed 'intentionally.' This evidence challenges the idea that theory of mind is analogous to scientific psychology in serving the function of predicting and explaining, rather than evaluating, behavior. In (...) three experiments, we demonstrate that moral evaluations do inform ascriptions of intentional action, but that this relationship arises because behavior that conforms to norms (moral or otherwise) is less informative about underlying mental states than is behavior that violates norms. This analysis preserves the traditional understanding of theory of mind as a tool for predicting and explaining behavior, but also suggests the importance of normative considerations in social cognition. (shrink)

Recent studies point to a surprising divergence between people's use of the concept of _intention_ and their use of the concept of _acting intentionally_. It seems that people's application of the concept of intention is determined by their beliefs about the agent's psychological states whereas their use of the concept of acting intentionally is determined at least in part by their beliefs about the moral status of the behavior itself (i.e., by their beliefs about whether the behavior is morally good (...) or morally bad). These findings raise a number of difficult questions about the relationship between the concept of intention and the concept of acting intentionally. The present paper addresses those questions using a variety of different methods, including conceptual analysis, psychological experimentation, and an examination of people's use of certain expressions in other languages. (shrink)

It is often implied, and sometimes explicitly asserted, that folk psychology is best understood as a kind of predictive device. The key contention of this widely held view is that people apply folk-psychological concepts because the application of these concepts enables them to predict future behavior. If we know what an agent believes, desires, intends, etc., we can make a pretty good guess about what he or she will do next. It seems to me that this picture is not quite (...) right. In a series of recent papers, my colleagues and I have presented data that suggests that moral considerations actually play an important role in folk psychology (Knobe 2003a; 2003b; 2004; Knobe & Burra forthcoming; Knobe & Mendlow forthcoming). These findings do not sit well with the view according to which folk psychology is best understood as a predictive device. It appears that folk psychology might be better understood as a kind of multi-purpose tool. It is used not only in making predictive judgments but also in making moral judgments, and both of these uses appear to have shaped the fundamental competencies that underlie it. One of the most important forms of evidence in this debate comes from studies of the distinction people draw between intentional and unintentional behavior. These studies indicate that people’s intuitions as to whether or not a behavior was performed intentionally can be influenced by their beliefs about the moral status of the behavior.. (shrink)

Despite recent research showing that children rapidly interpret human action in terms of intention, a long tradition of empirical research on moral development and recent conceptual analyses of the deontic domain suggest that children do not apply their understanding of intention to the deontic domain. However, two experiments are described showing that children do make that connection. Preschool children heard stories in which a protagonist was obliged to meet a particular condition if an action was to be taken (e.g. obliged (...) to wear a coat if playing outside). When shown four pictures depicting each possible combination of: (1) the protagonist either performing the action or not, and (2) deliberately or accidentally failing to meet the obligation, children appropriately identified the protagonist as naughty when he or she was depicted as deliberately not meeting the obligation while performing the action. The findings proved to be robust across two different cultural settings. Implications for research on children’s developing theory of mind and their understanding of deontic concepts are discussed. (shrink)

Knobe considers two explanations for the influence of moral considerations on cognitive systems: the position, and the position. We suggest that this dichotomy conflates questions at computational and algorithmic levels, and suggest that distinguishing the issues at these levels reveals a third, viable option, which we call the position.