Hostname: page-component-745bb68f8f-kw2vx Total loading time: 0 Render date: 2025-02-11T18:34:05.618Z Has data issue: false hasContentIssue false
  • English
  • Français

Children's understanding of mind: Constructivist but theory-like

Published online by Cambridge University Press:  01 February 2004

Ted Ruffman
Ted Ruffman*
Affiliation:
Department of Psychology, University of Otago, Box 56, Dunedin, New Zealand
*
tedr@psy.otago.ac.nz
Rights & Permissions [Opens in a new window]

Abstract:

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Although in general agreement with Carpendale & Lewis's (C&L's) claims, I argue that (1) gradual development is better supported by within-task eye gaze/verbal comparisons; (2) gradual development and social construction do not contradict the theory-theory view; (3) there is good evidence for an early developing self-other distinction; and (4) the language–false belief link could be mediated by parental talk.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 27 , Issue 1 , February 2004 , pp. 120 - 121
Copyright
Copyright © Cambridge University Press 2004