Showing papers in "Mind & Language in 1992"
TL;DR: In this paper, the authors contrast two accounts of how children understand the mind: one is the view that the child's early understanding of mind is an implicit theory analogous to scientific theories, and changes in that understanding may be understood as theory changes.
Abstract: How do children (and indeed adults) understand the mind? In this paper we contrast two accounts. One is the view that the child's early understanding of mind is an implicit theory analogous to scientific theories, and changes in that understanding may be understood as theory changes. The second is the view that the child need not really understand the mind, in the sense of having some set of beliefs about it. She bypasses conceptual understanding by operating a working model of the mind and reading its
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TL;DR: In cognitive science, the dominant explanatory strategy proceeds by positing an internally represented "knowledge struc--t-t" as discussed by the authors, which is used to explain cognitive abilities or capacities.
Abstract: A central goal of contemporary cognitive science is the explanation of cognitive abilities or capacities. [Cummins 1983] During the last three decades a wide range of cognitive capacities have been subjected to careful empirical scrutiny. The adult's ability to produce and comprehend natural language sentences and the child's capacity to acquire a natural language were among the first to be explored. [Chomsky 1965, Fodor, Bever & Garrett 1974, Pinker 1989] There is also a rich literature on the ability to solve mathematical problems [Greeno 1983], the ability to recognize objects visually [Rock 1983, Gregory 1970, Marr 1982], the ability to manipulate and predict the behavior of middle sized physical objects [McClosky 1983, Hayes 1985], and a host of others. In all of this work, the dominant explanatory strategy proceeds by positing an internally represented "knowledge struc-
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Journal Article•
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