Established wisdom in cognitive science holds that the everyday folk psychological abilities of humans -- our capacity to understand intentional actions performed for reasons -- are inherited from our evolutionary forebears. In _Folk Psychological Narratives_, Daniel Hutto challenges this view and argues for the sociocultural basis of this familiar ability. He makes a detailed case for the idea that the way we make sense of intentional actions essentially involves the construction of narratives about particular persons. Moreover he argues that children (...) acquire this practical skill only by being exposed to and engaging in a distinctive kind of narrative practice. Hutto calls this developmental proposal the narrative practice hypothesis. Its core claim is that direct encounters with stories about persons who act for reasons supply children with both the basic structure of folk psychology and the norm-governed possibilities for wielding it in practice. In making a strong case for the as yet underexamined idea that our understanding of reasons may be socioculturally grounded, Hutto not only advances and explicates the claims of the NPH, but he also challenges certain widely held assumptions. In this way, _Folk Psychological Narratives_ both clears conceptual space around the dominant approaches for an alternative and offers a groundbreaking proposal. (shrink)

Introduction -- Evidence from children -- Evidence form infants and non-human animals -- Evidence from neuroimaging and neuropsychology -- Evidence from adults -- The cognitive basis of mindreading -- Elaborating and applying the theory.

The lack of consensus on how to characterize humans’ capacity for belief reasoning has been brought into sharp focus by recent research. Children fail critical tests of belief reasoning before 3 to 4 years (Wellman, Cross, & Watson, 2001; Wimmer & Perner, 1983), yet infants apparently pass false belief tasks at 13 or 15 months (Onishi & Baillargeon, 2005; Surian, Caldi, & Sperber, 2007). Non-human animals also fail critical tests of belief reasoning but can show very complex social behaviour (e.g., (...) Call & Tomasello, 2005). Fluent social interaction in adult humans implies efficient processing of beliefs, yet direct tests suggest that belief reasoning is cognitively demanding, even for adults (e.g., Apperly, Samson & Humphreys, 2005). We interpret these findings by drawing an analogy with the domain of number cognition, where similarly contrasting results have been observed. We propose that the success of infants and non-human animals on some belief reasoning tasks may be best explained by a cognitively efficient but inflexible capacity for tracking belief-like states. In humans this capacity persists in parallel with later-developing, more flexible but more cognitively demanding theory of mind abilities. (shrink)

I discussed the ways in which folk psychology is influenced by the need for small-scale cooperation between people. I argue that considerations about cooperation and mutual benefit can be found in the everyday concepts of belief, desire, and motivation. I describe what I call "solution thinking", where a person anticipates another person's actions by first determining the solution to the cooperative problem that the person faces and then reasoning backwards to a prediction of individual action.

I argue that folk psychology does not serve the purpose of facilitating prediction of others' behaviour but if facilitating cooperative action. (See my subsequent book *The Importance of Being Understood*.

ven a cursory look at the extensive literature on mindreading in nonhuman animals reveals considerable variation both in what mindreading abilities are taken to be, and in what is taken as evidence for them. Claims that seem to contradict each other are often not inconsistent with each other when examined more closely. And sometimes theorists who seem to be on the same side are actually talking at cross-purposes. The first aim of this paper is to tackle some important framework questions (...) about how exactly the mindreading hypothesis is to be stated. It emerges in sections 1 and 2 that there are three importantly different versions of the mindreading hypothesis that need to be distinguished. The first (which I call minimal mindreading) occurs when a creature’s behavior covaries with the psychological states of other participants in social exchanges. The presence of minimal mindreading is not in itself evidence for the presence of what I term substantive mindreading. Substantive mindreading involves attributions of mental states. There are different levels of substantive mindreading, varying according to the category of mental state attributions that they involve. Section 2 explores different types of substantive mindreading, according to the extent to which they involve explicitly representing the agent’s backgtround psychological profile. This gives us a principled way of distinguishing propositional attitude mindreading from perceptual mindreading. -/- It is clear that much of the reasoning behind attributions of mindreading abilities to nonlinguistic creatures is analogical in nature. We see in section 3 that much of the discussion in this area proceeds on the basis of a double analogy between animal cognition and human cognition. Researchers assume both that animals solve many problems of social coordination that are analogous to problem solved by humans and that since humans solve those problems using mindreading strategies, so too do non-human animals. How we apply the second analogy, of course, depends upon our interpretation of the particular mindreading strategies that humans employ – in particular, it depends upon the centrality of propositional attitude psychology (or folk psychology) in human social understanding and social coordination. There are good reasons for thinking that the role of propositional attitude psychology in human social life is very much over-stated. This has repercussions for how we think about substantive mindreading in nonhuman animals. It very much weakens the analogical case for identifying propositional attitude mindreading in nonlinguistic creatures. -/- Suspicion of claims of propositional attitude mindreading in non-human animals turns out to be well-founded. In section 4 I present a revised version of an argument I have given elsewhere (Bermúdez 2003) to show that the most sophisticated form of substantive mindreading (the type of mindreading that exploits the concepts of propositional attitude psychology) is only available to language-using creatures. (shrink)

My topic in this paper is social understanding. By this I mean the cognitive skills underlying social behaviour and social coordination. Normal, encultured, non-autistic and non-brain-damaged human beings are capable of an impressive degree of social coordination. We navigate the social world with a level of skill and dexterity fully comparable to that which we manifest in navigating the physical world. In neither sphere, one might think, would it be a trivial matter to identify the various competences which underly this (...) impressive level of performance. Nonetheless, at least as far as interpersonal interactions are concerned, philosophers show a rare degree of unanimity. What grounds our success in these interactions is supposed to be our common mastery of folk psychology. (shrink)

My topic in this paper is social understanding. By this I mean the cognitive skills underlying social behaviour and social coordination. Normal, encultured, non-autistic and non-brain-damaged human beings are capable of an impressive degree of social coordination. We navigate the social world with a level of skill and dexterity fully comparable to that which we manifest in navigating the physical world. In neither sphere, one might think, would it be a trivial matter to identify the various competences which underly this (...) impressive level of performance. Nonetheless, at least as far as interpersonal interactions are concerned, philosophers show a rare degree of unanimity. What grounds our success in these interactions is supposed to be our common mastery of (more or less similar versions of) folk psychology. (shrink)

Typical theory of mind tasks assess children’s ability to attribute a false belief in order to predict or explain an action. According to these standard tasks, young children do not represent the independent (mistaken) beliefs of others until the fourth year—yet long before this, children are able to track speakers’ intentions in order to learn new words. Might communication be a privileged domain for theory of mind? In the present study we explored pre‐schoolers’ ability to track a false belief in (...) order to acquire a novel word. A puppet labeled a novel object in a false belief condition (contents of a box had been switched without her knowledge), and a true belief condition (contents switched in her presence). Children were significantly better at tracking the puppet’s false belief in the word‐learning task than in a standard false belief test. Possible reasons for this advantage are discussed, and the suggestion made that representation of mental states may emerge precociously in the service of communication. (shrink)