(Co-)Constructing a theory of mind: From language or through language?
There is a large body of empirical work that has investigated the relationship between parents’ child-directed speech and their children’s Theory of Mind development. That such a relationship should exist is well motivated from both Theory Theory and Socio-Cultural (SC) perspectives. Despite this ge...
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| Veröffentlicht in: | Synthese (Dordrecht) 2021-09, Vol.198 (9), p.8463-8484 |
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| creator | Ilgaz, Hande Allen, Jedediah W. P. |
| description | There is a large body of empirical work that has investigated the relationship between parents’ child-directed speech and their children’s Theory of Mind development. That such a relationship should exist is well motivated from both Theory Theory and Socio-Cultural (SC) perspectives. Despite this general convergence, we argue that theoretical differences between the two perspectives suggests nuanced differences in the expected outcomes of the empirical work. Further, the different ontological commitments of the two approaches have (mis)guided the design, coding, and analysis of existing research and imply different future directions. We discuss five areas of extant research that can be extended and diversified most coherently by adopting a SC framework. |
| doi_str_mv | 10.1007/s11229-020-02581-8 |
| format | Article |
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| language | eng |
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| source | SpringerNature Journals; Sociological Abstracts |
| subjects | Child-directed speech Children Children & youth Childrens picture books Cultural differences Culture Education Epistemology Folk Psychology: Pluralistic Approaches Hypotheses Language Linguistics Logic Metaphysics Ontology Parent-child relations Philosophy Philosophy of Language Philosophy of Science Social interaction Sociocultural factors Theory Theory of mind |
| title | (Co-)Constructing a theory of mind: From language or through language? |
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