Document Open Access Logo

Mindreading, Privileged Access and Understanding Narratives

Authors Szabolcs Kiss, Zoltán Jakab

PDF

File

Thumbnail PDF
PDF
OASIcs.CMN.2014.88.pdf
  • Filesize: 383 kB
  • 18 pages

Document Identifiers

Subject Classification

Keywords
  • mindreading
  • false belief attribution
  • privileged access
  • minimal narratives

Metrics

  • Access Statistics
  • Total Accesses (updated on a weekly basis)
    0
    PDF Downloads
    0
    Metadata Views

Abstract

In this paper we first offer a task analysis of the false belief test including the bidirectional relationship between mindreading and language. Following this we present our theory concerning Quinian bootstrapping of the meaning of mental state terms and relate it to the task-analytic framework. Finally we present an experiment on ascribing privileged access through minimal narratives which is intended to serve as a test of our theory.

Cite As Get BibTex

Szabolcs Kiss and Zoltán Jakab. Mindreading, Privileged Access and Understanding Narratives. In 2014 Workshop on Computational Models of Narrative. Open Access Series in Informatics (OASIcs), Volume 41, pp. 88-105, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2014) https://doi.org/10.4230/OASIcs.CMN.2014.88

Author Details

Szabolcs Kiss
Zoltán Jakab

References

  1. Kovács Á., Téglás E., and Endress A. The social sense: Susceptibility to others' beliefs in human infants and adults. Science, 330(6012):1830-1834, 2010. Google Scholar
  2. Baldwin D. A. and Moses L. J. Early understanding of referential intent and attentional focus: Evidence from language and emotion. In Ch. Lewis and P. Mitchell, editors, Early understanding of mind. Lawrence Erlbaum Associates, Hillsdale, New Jersey, 1994. Google Scholar
  3. Fodor J. A. Propositional attitudes. The Monist, 61(4):501-523, 1978. Google Scholar
  4. Fodor J. A. A theory of the child’s theory of mind. Cognition, 44(3):283-296, 1992. Google Scholar
  5. Fodor J. A. Concepts: Where cognitive science went wrong. Oxford University Press, New York NY, 1998. Google Scholar
  6. Fodor J. A. LOT2: The language of thought revisited. Oxford University Press, New York NY, 2008. Google Scholar
  7. Gopnik A. How we know our minds: The illusion of first-person knowledge of intentionality. Behavioural and Brain Sciences, 16(1):1-14, 1995. Google Scholar
  8. Gopnik A. and Wellman H. M. The theory theory. In L. A. Hirschfeld and S. A. Gelman, editors, Mapping the mind. Domain specificity in cognition and culture. Cambridge University Press, Cambridge, 1994. Google Scholar
  9. F. Allhoff, R. Mallon, and S. Nichols, editors. Philosophy. Traditional and experimental readings. Oxford University Press, Oxford, 2013. Google Scholar
  10. I. Apperly. Mindreaders. The cognitive basis of "theory of mind". Psychology Press, Hove and New York, 2011. Google Scholar
  11. Lewis C. Episodes, events, and narratives in the child’s understanding of mind. In C. Lewis and P. Mitchell, editors, Children’s early understanding of mind: Origins and development. Erlbaum, Hillsdale NJ, 1994. Google Scholar
  12. Dennett D. Beliefs about beliefs. Behavioural and Brain Sciences, 1(4):568-570, 1978. Google Scholar
  13. Frye D., Zelazo P. D., and Palfai T. Theory of mind and rule-based reasoing. Cognitive Development, 10(4):483-527, 1995. Google Scholar
  14. Hutto D. D. Folk psychological narratives. The sociocultural basis of understanding reasons. MIT Press, Cambridge MA, 2008. Google Scholar
  15. Kuhn D. Theory of mind, metacognition, and reasoning: A life-span perspective. In P. Mitchell and K. J. Riggs, editors, Children’s reasoning and the mind. Psychology Press, Taylor and Francis Group, 2000. Google Scholar
  16. Montgomery D. Wittgenstein’s private language argument and children’s understanding of the mind. Developmental Review, 17(3):291-320, 1997. Google Scholar
  17. Premack D. and Woodruff G. Does the chimpanzee have a theory of mind? Behavioural and Brain Sciences, 1(4):515-526, 1978. Google Scholar
  18. Sperber D. Relevance. Communication and cognition. Blackwell, Oxford, 1986. Google Scholar
  19. Sperber D. The cultural origins of human cognition. Harvard University Press, Cambridge MA, 1999. Google Scholar
  20. Sperber D., Clement F., Heintz C., Mascaro O., Mercier H., Origgi G., and Wilson D. Epistemic vigilance. Mind and Language, 25(4):359-393, 2010. Google Scholar
  21. Hamvas E. Do children notice the violations of conversational maxims?, 2000. Manuscript, in Hungarian. Google Scholar
  22. De Villiers J. G. and De Villiers P. A. Language for thought: Coming to understand false beliefs. In D. Gentner and S. Goldin-Meadow, editors, Language in mind. MIT Press, Cambridge MA, 2003. Google Scholar
  23. Flavell J. H., Green F. L., Flawell E. R., and N. T. Lin. Development of children’s knowledge about unconsciousness. Child Development, 70(2):396-412, 1999. Google Scholar
  24. Wimmer H. and Perner J. Beliefs about beliefs: Representations and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13(1):103-128, 1983. Google Scholar
  25. Wimmer H. and Hartl M. The cartesian view and the theory view of mind: Developmental evidence from understanding false belief in self and other. British Journal of Developmental Psychology, 9(1):125-128, 1991. Google Scholar
  26. F. G. E. Happé. Communicative competence and theory of mind in autism: A test of relevance theory. Cognition, 48(2):101-119, 1993. Google Scholar
  27. Goldman A. I. Simulating minds. The philosophy, psychology, and neuroscience of mindreading. Oxford University Press, New York NY, 2006. Google Scholar
  28. László J. The science of stories. An introduction to narrative psychology. Routledge, London, 2008. Google Scholar
  29. Perner J. Understanding the representational mind. MIT Press, Cambridge MA, 1991. Google Scholar
  30. Riggs K. J., Peterson D. M., Robinson E. J., and Mitchell P. Are errors in false belief tasks symptomatic of a broader difficulty with counterfactuality? Cognitive Development, 13(1):73-90, 1998. Google Scholar
  31. Bartsch K. and Wellman H. Young children’s attribution of action to beliefs and desires. Child Development, 60(4):946-964, 1989. Google Scholar
  32. Helming K., Strickland B., and Jacob P. Making sense of early false belief understanding. Trends in Cognitive Sciences, 18(4):167-170, 2014. Google Scholar
  33. O'Neill D. K. Talking about "new" information: The given/new distinction and children’s developing theory of mind. In J. W. Astington and J. A. Baird, editors, Why language matters for theory of mind. Oxford University Press, New York NY, 2005. Google Scholar
  34. Onishi K. and Baillargeon R. Do 15-month-old infants understand false beliefs? Science, 308(5719):255-258, 2005. Google Scholar
  35. Harris P. L. Desires, beliefs and language. In P. Carruters and P.K. Smith, editors, Theories of theories of mind. Cambridge University Press, Cambridge, 1996. Google Scholar
  36. Wittgenstein L. Philosophical investigations. The MacMillan Co., New York NY, 1965. Google Scholar
  37. Zunshine L. Why we read fiction. Theory of mind and the novel. The Ohio State University Press, Columbus OH, 2006. Google Scholar
  38. Győri M. Autism and cognitive architecture. Domain specificity and psychological theorising on autism. Akadémiai, Budapest, 2006. Google Scholar
  39. Leslie A. M. The theory of mind impairment in autism: Evidence for a modular theory of development? In A. Whiten, editor, Natural theories of mind: Evolution, development and simulation of everyday mindreading. Basil Blackwell, Oxford, 1991. Google Scholar
  40. Wellman H. M. The child’s theory of mind. MIT Press, Cambridge MA, 1990. Google Scholar
  41. Bloom P. Actual Minds, Possible Worlds. Harvard University Press, Cambridge MA, 1986. Google Scholar
  42. Bloom P. How children learn the meanings of words. MIT Press, Cambridge MA, 2000. Google Scholar
  43. Bloom P. and German T. P. Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77(1):825-831, 2000. Google Scholar
  44. Carruthers P. The opacity of mind. An integrative theory of self-knowledge. Oxford University Press, Oxford, 2011. Google Scholar
  45. Feyerabend P. Explanation, reduction and empiricism. In H. Feigl and G. Maxwell, editors, Scientific explanation, space and time. University of Minnesota Press, Minneapolis MN, 1962. Google Scholar
  46. Fonagy P. and Target M. Attachment and reflective function. their role in self-organisation. Development and Psychopathology, 9(0):679-700, 1997. Google Scholar
  47. Mitchell P., Teucher U., Bennett M., Ziegler F., and Wyton R. Do children start out thinking they don't know their own minds? Mind and Language, 24(3):328-346, 2009. Google Scholar
  48. Mitchell R. A proposal for the development of a mental vocabulary, with special reference to pretense and false belief. In Mitchell P. and Riggs K. J., editors, Children’s reasoning and the mind. Psychology Press, Sussex UK, 2000. Google Scholar
  49. Nisbett R. and Wilson T. Telling more than we can know; verbal reports on mental processes. Psychological Review, 84(3):231-295, 1977. Google Scholar
  50. Carey S. The Origin of Concepts. Oxford University Press, New York NY, 2009. Google Scholar
  51. Carey S. Précis of the origin of concepts. Behavioural and Brain Sciences, 34(3):113-167, 2011. Google Scholar
  52. Kiss S. The problem of meaning variance of mental terms in cognitive development. In L. I. Komlósi, P. Houtlosser, and M. Leezenberg, editors, Communication and culture. Argumentative, cognitive and linguistic perspectives. Sic Sat, Amsterdam, 2003. Google Scholar
  53. Kiss S. Mindreading. New Mandate, Budapest, 2005. Google Scholar
  54. Kiss S. The notion of incommensurability can be extended to the child’s developing theories of mind as well. Behavioural and Brain Sciences, 34(3):134-135, 2011. Google Scholar
  55. Moscovici S. La psychoanalyse, son image et son public. Presses Universitaires de France, Paris, 1961. Google Scholar
  56. Beckwith R. T. The language of emotion, the emotions and nominalist bootstrapping. In D. Frye and Ch. Moore, editors, Children’s theories of mind. Lawrence Erlbaum Associates, Hillsdale, New Jersey, 1991. Google Scholar
  57. Ruffman T. and Perner J. Do infants really understand false belief? Trends in Cognitive Sciences, 9(10):462-463, 2005. Google Scholar
  58. Astington J. W. Narrative and the child’s theory of mind. In B. K. Britton and A.D. Pellegrini, editors, Narrative thought and narrative language. Lawrence Erlbaum Associates, Hillsdale, New Jersey, 1990. Google Scholar
  59. Astington J. W. What is theoretical about the child’s theory of mind?: a vygotskian view of its development. In P. Carruthers and P.K. Smith, editors, Theories of theories of mind. Cambridge University Press, Cambridge, 1996. Google Scholar
  60. Astington J. W. and Baird J. A., editors. Why language matters for theory of mind. Oxford University Press, Oxford, 2005. Google Scholar
  61. Jakab Z. and Kiss S. Privileged access and perspective taking, 2014. Manuscript, in Hungarian. Google Scholar
Questions / Remarks / Feedback
X

Feedback for Dagstuhl Publishing


Thanks for your feedback!

Feedback submitted

Could not send message

Please try again later or send an E-mail
© 2023-2025 Schloss Dagstuhl – LZI GmbH About DROPS Imprint Privacy Contact