There is a thesis often aired by some philosophers of psychology that syntax is all we need and there is no need to advert to intentional/semantic properties of symbols for purposes of psychological explanation. Indeed, the worry has been present since the first explicit articulation of so-called Computational Theory of Mind (CTM). Even Fodor, who has been the most ardent defender of the Language of Thought Hypoth- esis (LOTH) (which requires the CTM), has raised worries about its apparent (...) consequences. The worry can be put in the form of a question, which Fodor called the. (shrink)

Stephen Stich has argued that psychological theories that instantiate his Syntactic Theory of Mind are to be preferred to content-based or representationalist theories, because the former can capture and explain a wider range of generalizations about cognitive processes than the latter. Stich's claims about the relative merits of the Syntactic Theory of Mind are unfounded. Not only is it false that syntactic theories can capture psychological generalizations that content-based theories cannot, but a large (...) class of behavioral regularities, readily explained by content-based theories, appear to be beyond their explanatory reach. (shrink)

The Computational Theory of Mind (CTM) holds that the mind is a computer and that cognition is the manipulation of representations. CTM is commonly viewed as the main hypothesis in cognitive science, with classical CTM (related to the Language of Thought Hypothesis) being the most popular variant. However, other computational accounts of the mind either reject LOTH or do not subscribe to RTM. CTM proponents argue that it clarifies how thought and content are causally relevant in (...) the physical world, and they frame this argument in terms of the physical symbol hypothesis, formalism, or syntactic engines. This article focuses on specific problems with CTM, with four main sections covering the introduction of the three main variants of CTM, the most important conceptions of computational explanation in cognitive science, skeptical arguments against CTM raised by Hilary Putnam, and common objections to CTM. (shrink)

Advocates of the computational theory of mind claim that the mind is a computer whose operations can be implemented by various computational systems. According to these philosophers, the mind is multiply realisable because—as they claim—thinking involves the manipulation of syntactically structured mental representations. Since syntactically structured representations can be made of different kinds of material while performing the same calculation, mental processes can also be implemented by different kinds of material. From this perspective, consciousness plays a (...) minor role in mental activity. However, contemporary neuroscience provides experimental evidence suggesting that mental representations necessarily involve consciousness. Consciousness does not only enable individuals to become aware of their own thoughts, it also constantly changes the causal properties of these thoughts. In light of these empirical studies, mental representations appear to be intrinsically dependent on consciousness. This discovery represents an obstacle to any attempt to construct an artificial mind. (shrink)

According to the computational theory of mind , to think is to compute. But what is meant by the word 'compute'? The generally given answer is this: Every case of computing is a case of manipulating symbols, but not vice versa - a manipulation of symbols must be driven exclusively by the formal properties of those symbols if it is qualify as a computation. In this paper, I will present the following argument. Words like 'form' and 'formal' are (...) ambiguous, as they can refer to form in either the syntactic or the morphological sense. CTM fails on each disambiguation, and the arguments for CTM immediately cease to be compelling once we register that ambiguity. The terms 'mechanical' and 'automatic' are comparably ambiguous. Once these ambiguities are exposed, it turns out that there is no possibility of mechanizing thought, even if we confine ourselves to domains where all problems can be settled through decision-procedures. The impossibility of mechanizing thought thus has nothing to do with recherché mathematical theorems, such as those proven by Gödel and Rosser. A related point is that CTM involves, and is guilty of reinforcing, a misunderstanding of the concept of an algorithm. (shrink)

Hubert Dreyfus once noted that it would be difficult to ascertain whether Edmund Husserl had a computational theory of mind. I provide evidence that he had one. Both Steven Pinker and Steven Horst think that the computational theory of mind must have two components: a representational-symbolic component and a causal component. Bearing this in mind, we proceed to a close-reading of the sections of “On the Logic of Signs” wherein Husserl presents, if I’m correct, his (...) computational theory of mind embedded in a language of thought. My argument goes like this: the computational theory of mind is the idea, following Haugeland, that the mind comes prepackaged as, or is endogenously constrained to be, an automatic formal system; this explains, according to Husserl, why automatic trains of thought without logical intent resemble arguments exhibiting deductive structure with logical intent. In general, an automatic formal system yields true results provided that the syntactic symbols with which they compute are univocal and are semantically evaluable, and the mechanized inferences they perform are valid and preserve truth. These two conditions describe a computational cognitive process: the first condition connects representations to syntax, and the second condition uses the syntax, in inauthentic judging, to arrive at true conclusions through blind causality. Now, in point of textual fact, these are the conditions which Husserl attributes to our “natural psychological mechanism of symbolic inference” which typically yields true results. Since a formal system attributed to the “internal structure” of the mind, and guided by blind causality, just is the computational theory of mind, it follows, I think, that Husserl had a computational theory of mind. This computational theory is, moreover, embedded in a language of thought, since Husserl attributes a language-like form to our thoughts so that they may be mechanically processed. I conclude with a discussion of my results. (shrink)

Abstract Mental representations, Swiatczak (Minds Mach 21:19–32, 2011) argues, are fundamentally biochemical and their operations depend on consciousness; hence the computational theory of mind, based as it is on multiple realisability and purely syntactic operations, must be wrong. Swiatczak, however, is mistaken. Computation, properly understood, can afford descriptions/explanations of any physical process, and since Swiatczak accepts that consciousness has a physical basis, his argument against computationalism must fail. Of course, we may not have much idea how consciousness (...) (itself a rather unclear plurality of notions) might be implemented, but we do have a hypothesis—that all of our mental life, including consciousness, is the result of computational processes and so not tied to a biochemical substrate. Like it or not, the computational theory of mind remains the only game in town. Content Type Journal Article Pages 1-8 DOI 10.1007/s11023-012-9271-5 Authors David Davenport, Computer Engineering Department, Bilkent University, 06800 Ankara, Turkey Journal Minds and Machines Online ISSN 1572-8641 Print ISSN 0924-6495. (shrink)

De Villiers and de Villiers (2000) propose that the acquisition of the syntactic device of sentential complementation is a necessary condition for the acquisition of theory of mind (ToM). It might be argued that ToM mastery is simply a consequence of grammatical development. On the other hand, there is also good evidence (Garfield, Peterson & Perry 2001) that social learning is involved in ToM acquisition. We investigate the connection between linguistic and social-cognitive development, arguing that pretence is (...) crucially involved in the acquisition of ToM. We demonstrate that successful understanding of pretence discourse, including the syntactic and semantic properties of sentential complements in the context of verbs of pretence, develops well before ToM as measured by standard tests of false belief understanding. We argue that pretence plays a crucial role in cognitive development, allowing children to gain familiarity with mental representations that fail to accord with reality, and allowing them to learn the syntax and semantics of verbs taking sentential complements, thus enabling conversational exchange involving embedded complement clauses and the acquisition of ToM. We also demonstrate that the developmental track of pretence and ToM allows us to see how social, conceptual and linguistic development work together to scaffold the development of the understanding of mind. We conclude that children’s early involvement in pretend play and conversation paves the way both for their subsequent development of a ToM-based understanding of the mind as a guiding network of propositional attitudes, and for their further development of syntactic competence with complementation for doxastic and epistemic verbs. (shrink)

This book investigates the architecture of the language faculty by considering what the properties of language reveal about the mental abilities and processes involved in language acquisition. The language faculty, the author argues, must be able not only to accommodate what is general, exceptionless, and universal in language, but must also be capable of dealing with what is irregular, exceptional, and idiosyncratic. In Syntactic Nuts Peter Culicover shows that this is true not only of the lexicon, but for syntax. (...) Marginal and exceptional cases, where there is no straightforward form-meaning correspondence, are dealt with by the language faculty easily and precisely as the general cases. In considering how and why this should be the author argues against the prevailing trend in generative grammar, which takes the learner as either incorporating maximally global generalisations as part of its innate capacity for language, or projecting global generalisations from a very limited input on the basis of innate mechanisms. He suggests that the learning mechanism does not generalize significantly beyond the evidence presented to it, and further that it seeks to form generalizations based on all and only the evidence presented to it. Syntactic Nuts makes a fundamental contribution to generative grammar and syntactic theory. It situates syntactic theory within cognitive science in a novel way. It contributes to an alternative, and yet in many ways traditional, perspective on the manner in which knowledge is represented and processed in the mind. (shrink)

The format of this book is unusual, especially for a book about linguistics. The book is meant primarily as a research monograph aimed at linguists who have some background in formal semantics, e. g. Montague Grammar. However, I have two other audiences in mind. Linguists who have little or no experience of formal semantics, but who have worked through a basic mathematics for linguists course (e. g. using Wall, 1972, or Partee, 1978), should, perhaps with the help of a (...) sympathetic Montague gramma rian, be able to discover enough of how I have adapted some of the basic ideas in formal semantics to make the developments that I undertake in the rest of the book accessible. Logicians and computer scientists who know about model theoretic semantics and formal systems should be able to glean enough from Chapters I and II about linguistic concerns and techniques to be able to read the remainder of the book, again possibly with the help of a sympathetic Montague grammarian. However, readers should beware. Chapter II is not meant as a general introduction either to formal semantics or to linguistics and while much of the presentation there is going over ground that is already well covered in the literature, the particular formulation and the emphases are very much oriented to the developments to be undertaken later in the book. (shrink)

Descartes argued that productivity, namely our ability to generate an unlimited number of new thoughts or ideas from previous ones, derives from a single undividable source in the human soul. Cognitive scientists, in contrast, have viewed productivity as a modular phenomenon. According to this latter view, syntactic, semantic, musical or visual productivity emerges each from their own generative engines in the human brain. Recent evidence has, however, led some authors to revitalize the Cartesian theory. According to this view, (...) a single source or a single mechanism in the human brain produces productivity in every cognitive domain, whether in the domain of music, semantics or syntax. In this article, we will address recent evidence concerning the single source hypothesis from brain-imaging studies, linguistics, cognitive theories of music perception, biology of cognition and cognitive development, along with several objections that have been presented against this hypothesis. We formulate two versions of the Cartesian theory which combine the more recent computational theory of cognition with Descartes' view on productivity. (shrink)

The theory of mind (ToM) framework has been criticised by emerging alternative accounts. Each alternative begins with the accusation that ToM's validity as a research paradigm rests on the assumption of the ‘unobservability’ of other minds. We argue that the critics' discussion of the unobservability assumption (UA) targets a straw man. We discuss metaphysical, phenomenological, epistemological, and psychological readings of UA and demonstrate that it is not the case that ToM assumes the metaphysical, phenomenological, or epistemological claims. However, (...) ToM supports the psychological UA as a claim about cognitive processes responsible for mindreading. The latter can be interpreted as a claim that (a) neither the other's ‘mindedness’ in general nor the other's particular mental states are observable (i.e. apprehended perceptually); (b) particular mental states are unobservable, whereas some aspects indicative of ‘mindedness’ are observable; (c) some mental states are unobservable but some are also observable. Whereas the critics tend to attribute (a) to ToM, most ToM accounts actually take positions (b) or (c). We conclude that the allegations against ToM for positing UA are seriously misdirected. We further bring out an important stipulation of any account of observability of mental states: mental states are not observable in the same way as the sensory properties of physical objects. (shrink)

Reports on beliefs, desires, and other attitudes continue to raise foundational questions about linguistic meaning and the pragmatics of utterance interpretation. There is a strong intuition that an attitude report like ‘John believes that Mary smokes’ can simply convey the singular proposition that the individual Mary is believed by John to have the property of smoking. Yet, there is also a strong intuition that ‘Lois believes that Superman can fly’ can additionally convey how an individual is represented . Cases of (...) this sort can be generated with any name in a suitable context . It is far from settled how this should be explained. I propose the Open Instruction Theory , according to which the linguistic meaning of attitude report sentences consists in instructions to create mental models, where those instructions leave open, depending on the state of the discourse, the possibility of singular interpretations as well as of complex interpretations including information about ways of representing. The account makes precise the idea that attitude report sentences with proper names are semantically nonspecific , rather than indexical , yielding predictions about syntactic constraints on interpretation. On this view, linguistic meaning itself does not provide determinate propositions. Since Gricean pragmatics requires determinate propositions as input, I propose new principles of pragmatics for literal utterance interpretation that do not require them but remain strongly constrained by linguistic meaning. The core principle is “inference to the most responsive interpretation.” Roughly, among the range of literal interpretations allowed by linguistic meaning, the listener generates the one that most fully answers the background question she seeks to answer by engaging in discourse. The pragmatics of literal utterance interpretation is the pragmatics of interpreting potential answers, even if communicative intention may be more important for conversational implicature. The account predicts cases in which our interpretations differ from what we would take the speaker to have had in mind. Singular interpretations of attitude reports have a special status as default interpretations. I suggest some advantages of OIT over indexicalist, DRT, and free enrichment theories. I argue that to the extent that we have to go beyond a strict principle of linguistic constraint , we should aim toward a principle of psychological constraint. (shrink)

Brentano and his students were the first to wrestle an Aristotelian perceptual concept, intentionality, into the modern metaphysics of mind. This dissertation recovers theories of Franz Brentano , Kazimierz Twardowski , and Edmund Husserl by appreciating each as an unique attempt to make a modern home for the ancient doctrine of "aboutness." The dissertation corrects a broad range of contemporary misunderstandings and criticisms of Brentano School philosophy, in particular one advanced by Martin Heidegger . ;Brentano's Psychology from an Empirical (...) Standpoint is marked by deep tensions between the doctrine of intentional inexistence and its Comtean positivism; Brentano treated mental contents as Comtean phenomena. Understanding physical phenomena as facts presented by sensations, and as syntactic building-blocks for higher-order mental phenomena, I reject misinterpretations of Brentano as either anti-reductionist or Immanentist. The unstable Brentanian account of intentionality was inherited by his student Twardowski. On the Content and Object of Presentations hoped to shore up Brentano's position with a crisp distinction of mental contents from worldly objects; Twardowski was among the first to attempt to integrate intentionality with a modern representationalism. The result was subjective mental content through which objects in the extra-conscious world are represented, a watershed in the history of representationalisms. Twardowski treated the representational relation as resemblance and mental contents as " quasi pictures," but Twardowski was among the first distinctly 20th Century representationalists, those who treat mental content as extra-conscious. Husserl's solution to Brentano's problem rejected the positivistic phenomena of his teacher and criticized the quasi-pictures of his classmate. The heart of the Logical Investigations account of consciousness is a distinction between two kinds of mental content. The intentional objects of the world at large are our mental contents , the very things that remain fixed while our mental contents fluctuate. Understanding this dynamic relation between two kinds of mental content, I reject readings of the Investigations which treat ideal content as either Fregean or Aristotelian. The recovery of Husserl's notion of ideality, one strategy amongst several in attempts to integrate intentionality with modern metaphysics, abets a defense of early Husserlian phenomenology from one of its most powerful critics. (shrink)

Normal children learn tens of thousands of words, and do so quickly and efficiently, often in highly impoverished environments. In How Children Learn the Meanings of Words, I argue that word learning is the product of certain cognitive and linguistic abilities that include the ability to acquire concepts, an appreciation of syntactic cues to meaning, and a rich understanding of the mental states of other people. These capacities are powerful, early emerging, and to some extent uniquely human, but they (...) are not special to word learning. This proposal is an alternative to the view that word learning is the result of simple associative learning mechanisms, and it rejects as well the notion that children possess constraints, either innate or learned, that are specifically earmarked for word learning. This theory is extended to account for how children learn names for objects, substances, and abstract entities, pronouns and proper names, verbs, determiners, prepositions, and number words. Several related topics are also discussed, including naïve essentialism, children's understanding of representational art, the nature of numerical and spatial reasoning, and the role of words in the shaping of mental life. Key Words: cognitive development; concepts; meaning; semantics; social cognition; syntax; theory of mind; word learning. (shrink)

Research on theory of mind has primarily focused on demonstrating and understanding the ability to represent others' non‐factive mental states, for example, others' beliefs in the false‐belief task. This requirement confuses the ability to represent a particular kind of non‐factive content (e.g., a false belief) with the more general capacity to represent others' understanding of the world even when it differs from one's own. We provide a way of correcting this. We first offer a simple and theoretically motivated (...) account on which tracking another agent's understanding of the world and keeping that representation separate from one's own are the essential features of a capacity for theory of mind. We then show how these criteria can be operationalized in a new experimental paradigm: the “diverse‐knowledge task.”. (shrink)

Theory of mind” consists in the ability to use concepts of intentional mental states, such as beliefs, emotions, intentions, goals, and perceptual states, in order to predict and interpret behavior. Functional magnetic resonance imaging studies have revealed a distinctive network of neural regions that is active during theory-of-mind tasks, including the temporal-parietal junction, the posterior superior temporal sulcus, the medial prefrontal cortex, the precuneus, and the temporal poles (Van Overwalle 2009). Deficits in theory-of-mind abilities, (...) which are common in autism spectrum disorder (Tager-Flusberg 2007), typically correlate with broader difficulties in social understanding. -/- Many scholars have suggested that theory of mind is an innate adaptation for social cognition, emerging very early in development and playing a crucial role in social learning and the acquisition of language (Baron-Cohen 1997). However, others have argued that theory of mind is the product of largely domain-general learning processes and is acquired gradually over the course development through social experience (Wellman 2014). A third view argues that humans possess two systems for theory of mind: an innate, domain-specific “implicit” system and a learned, domain-general “explicit” system (Apperly and Butterfill 2009). (shrink)

Affective theory of mind (aToM) impairments associated with the youth antisocial phenotype callous-unemotional (CU) traits predict antisocial behaviour above CU traits alone. Importantly, CU traits associate with decrements in complex but not basic aToM. aToM is modulated by cognitive control and CU traits associate with cognitive control impairments; thus, cognitive control is a plausible mechanism underlying aToM impairments in CU traits. Because cognitive control is dependent on the availability of cognitive resources, youth with CU traits may have difficulty (...) with allocating cognitive resources under greater demands that impact complex aToM. To test this, 81 participants (ages 12–14, Female = 51.8%, Male = 48.2%) were recruited to complete a behavioural paradigm that involved an initial aToM task with complex and basic emotions followed by placing additional demands on cognitive control and a final repeat of the same aToM task. Results indicate adolescents higher in CU traits had intact basic aToM but less accuracy in complex aToM that worsened after taxing cognitive control; and this load only required a short duration to account for ToM decrements (200 ms [range 150–1600 ms]). These results demonstrate CU traits association with cognitive control limitations that impact complex aToM. This may partially explain antisocial behaviour associated with CU traits. (shrink)

The Computational Theory of Mind (CTM) holds that cognitive processes are essentially computational, and hence computation provides the scientific key to explaining mentality. The Representational Theory of Mind (RTM) holds that representational content is the key feature in distinguishing mental from non-mental systems. I argue that there is a deep incompatibility between these two theoretical frameworks, and that the acceptance of CTM provides strong grounds for rejecting RTM. The focal point of the incompatibility is the fact (...) that representational content is extrinsic to formal procedures as such, and the intended interpretation of syntax makes no difference to the execution of an algorithm. So the unique 'content' postulated by RTM is superfluous to the formal procedures of CTM. And once these procedures are implemented in a physical mechanism, it is exclusively the causal properties of the physical mechanism that are responsible for all aspects of the system's behaviour. So once again, postulated content is rendered superfluous. To the extent that semantic content may appear to play a role in behaviour, it must be syntactically encoded within the system, and just as in a standard computational artefact, so too with the human mind/brain - it's pure syntax all the way down to the level of physical implementation. Hence 'content' is at most a convenient meta-level gloss, projected from the outside by human theorists, which itself can play no role in cognitive processing. (shrink)

The current study investigated the production of third-person subject and object pronouns in monolingual and bilingual children with High Functioning Autism (HFA) and typical language development (TLD). Furthermore, it evaluated the underlying linguistic and non-linguistic prerequisites of pronoun use, by assessing the role of morpho-syntactic skills, Theory of Mind (ToM) abilities, working memory and inhibition on pronoun use. A total of 85 children aged 4 to 9 years participated in four groups: 27 children with HFA [14 monolingual (...) (monoHFA) and 13 bilingual (biHFA)], and 58 children with TLD [28 monolingual (monoTLD) and 30 bilingual (biTLD)]. All children spoke Hebrew and the bilingual children spoke Russian as their Heritage Language. Third-person subject and object pronouns were elicited in Hebrew. The results yielded no effect of bilingualism, and a robust effect of HFA on the use of pronouns. Bilingual Russian-Hebrew speaking children paired up with their monolingual Hebrew-speaking peers in pronominal use in Hebrew. Monolingual and bilingual children with TLD showed nearly ceiling performance on pronoun use. The facilitative effect of pronominal acquisition in Hebrew among bilingual children was attributed to similarities in the pronominal systems of the two languages of bilingual children. Age was found to be a predictive factor of pronoun use in children with TLD. Conversely, children with HFA had a lower rate of pronoun production compared to the TLD groups. Both third-person subject and object pronouns were largely predicted by morpho-syntactic abilities of children with HFA. In addition, subject pronoun use was predicted by ToM skills and working memory confirming that pronoun use is a complex phenomenon, which requires integration of multiple linguistic and non-linguistic components. To conclude, our findings suggest that morpho-syntactic development is a prerequisite for third-person subject and object pronoun use in children with HFA, and ToM and working memory are involved in third-person subject pronoun use. In addition, we show that pronoun use is not compromised by dual language exposure in children with TLD and with HFA. (shrink)

Theory of Mind (ToM) is one of the most relevant concepts in the field of social cognition, particularly in the case of Autism Spectrum Disorders (ASD). Literature showing that individuals with ASD display deficits in ToM is extensive and robust. However, some related issues deserve more research: the heterogeneous profile of ToM abilities in children with ASD and the association between different levels of ToM development and social, pragmatic, and adaptive behaviors in everyday life. The first objective of (...) this study was to identify profiles of children with ASD without intellectual disability (ID), based on explicit and applied ToM knowledge, and compare these profiles with a group of children with typical development (TD). A second objective was to determine differences in symptom severity, adaptive/social behavior, and pragmatic abilities between the profiles identified. Fifty-two children with a clinical diagnosis of ASD without ID and 37 children with TD performed neuropsychological ToM tasks and two vocabulary and memory tests. In addition, all of their mothers completed different questionnaires about applied ToM abilities, severity of ASD symptoms, adaptive/social skills, and pragmatic competence. Two subgroups were identified in the cluster analysis carried out with explicit and applied ToM indicators. The “Lower ToM abilities” profile obtained significantly lower scores than the “Higher ToM abilities” profile on all the ToM measures. Furthermore, the analysis of covariance, controlling for vocabulary and working memory (ANCOVAs), showed statistically significant differences in applied ToM abilities between the two groups of children with ASD without ID and the group with TD. However, only the group with “Higher ToM abilities” achieved similar performance to the TD group on the verbal task of explicit ToM knowledge. Finally, the “Lower ToM abilities” cluster obtained significantly higher scores on autism symptoms (social and communication domains) and lower scores on adaptive behavior and pragmatic skills than the cluster with “Higher ToM abilities”. Taken together, these findings have implications for understanding the heterogeneity in ToM skills in children with ASD without ID, and their differential impact on social, communicative, and adaptive behaviors. (shrink)

Recent studies claim to show that language delayed deaf subjects typically display longlingering deficits in Theory of Mind (ToM) development, despite suffering no known deficits in other cognitive domains. These claims are supported by experimental evidence indicating that such subjects fare poorly on False Belief (FB) tasks. This paper turns a critical eye on these claims. In particular, I argue that the reported results raise important questions about the status of FB tasks as evidence, and about how such (...) evidence should be weighted against naturalistic observations of subjects engaged in everyday activities requiring complex social coordination. I conclude that these studies give us no decisive reason to believe that language delayed deaf subjects suffer distinctively and symptomatically in the domain of social cognition. To the contrary, the attribution of significant socio-cognitive impairment is potentially stigmatizing and may not help us understand the unique challenges these subjects face or suggest remedial strategies to aid them in overcoming these challenges. (shrink)

We investigated the hypothesis that theory of mind (ToM) and epistemological understanding promote the aspect of science learning that concerns the ability to understand that there can be more than one representation of the same phenomenon in the physical world. Sixty-three students ranging in age from 10 to 12 years were administered two false-belief ToM tasks, an epistemological understanding task that investigated beliefs about the nature of science and a science learning task. The science learning task required distinguishing (...) and reflecting upon phenomenal and scientific depictions of phenomena in observational astronomy. A three-stage hierarchical multiple regression showed that ToM was a significant predictor of performance in the astronomy task, supporting the hypothesis of a common underlying conceptual component. The results also showed that performance in the personal epistemology–nature of science task was a significant predictor of performance in the astronomy task, even when ToM and age were taken into consideration. The results indicate that both ToM and epistemological understanding promote the ability to construct and reflect on phenomenal and scientific representations of the same situation in the physical world and have important implications for science education. (shrink)

Intended for introductory classes focusing on philosophy of mind, 'Theories of Mind' includes readings from primary sources, edited to suit the needs of the beginner. Selections focus on vivid examples and counterexamples, and give instructors concerned with assigning accessible primary source material a foundation for more advanced studies in philosophy. Selections from David Armstrong, Ned Block, David Chalmers, Patricia Churchland, Paul Churchland, Andy Clark, Daniel C. Dennett, René Descartes, Jerry A. Fodor, Keith Gunderson, Frank Jackson, David Lewis, Barbara (...) Montero, Thomas Nagel, Gilbert Ryle, John Searle, J. J. C. Smart, and Alan M. Turing are included. (shrink)

Looking at Hobbes ' theory of thinking as calculation and truth by convention shows that a certain type of scientism of the mind leads to fundamental problems. If truth is the artefact of social conventions about signs, and if thinking is nothing but the syntactical transformations of sign, a theory of thinking must have both: a strong concept of natural computation and a social theory of establishing sign-conventions. Hobbes does not, like modern physicalist theories of the (...) mind, have both. (shrink)

ABSTRACTThe recognition of emotional facial expressions is often subject to contextual influence, particularly when the face and the context convey similar emotions. We investigated whether spontaneous, incidental affective theory of mind inferences made while reading vignettes describing social situations would produce context effects on the identification of same-valenced emotions as well as differently-valenced emotions conveyed by subsequently presented faces. Crucially, we found an effect of context on reaction times in both experiments while, in line with previous work, we (...) found evidence for a context effect on accuracy only in Experiment 1. This demonstrates that affective theory of mind inferences made at the pragmatic level of a text can automatically, contextually influence the perceptual processing of emotional facial expressions in a separate task even when those emotions are of a distinctive valence. Thus, our novel findings suggest that language acts as a contex... (shrink)

There is growing acceptance among language evolution researchers that an increase in our ancestors’ theory of mind capacities was critical to the origins of language. However, little attention has been paid to the question of how those capacities were in fact upgraded. This article develops a novel hypothesis, grounded in contemporary cognitive neuroscience, on which our theory of mind capacities improved as a result of an increase in our System-2 thinking capacities, in turn based in an (...) increase in our working memory capacities. I contrast this hypothesis with what would appear to be the default position among language evolution researchers, namely, that our theory of mind became more powerful as a result of genetic change to a domain-specific mindreading system which we share with other great apes. While the latter hypothesis is not implausible, it arguably enjoys less empirical support at present than does the alternative hypothesis I develop. (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)

In lieu of an abstract, here is a brief excerpt of the content:Did Hobbes Have a Semantic Theory of Truth? WILLEM R. DEJONG 1. INTRODUCTION THE qUESTIONRAISEDin the title of this article may strike the reader as a bit anachronistic. A phrase like 'semantic theory of truth' evokes associations with rather recent developments in logic, especially the work of Alfred Tarski. Nevertheless, it is generally agreed that Hobbes made important observations of a semantical nature. Moreover, in an interesting (...) article still frequently referred to, R. M. Martin has argued that Hobbes "has in mind a clear-cut semantical concept of truth."' Examining Hobbes's semantical ideas somewhat more closely than Martin did, T6rnebohm has given a more precise characterization of Hobbes's view on truth and falsity; he speaks of Hobbes's comprehension theory of truth. ~One of the main purposes of this article is to investigate whether such a theory is correctly attributed to Hobbes. For Tarski 'true' and 'false' are predicates of (declarative) sentences) But this is not enough to speak of a semantic theory of truth: The leading idea behind Tarski's fundamental work in the field of semantics is (a restricted version of) the principle of compositionality. This principle, also known as Frege's principle, says that the semantic value of a (complex) expression is a function of the semantic values of the syntactic (and categorematic) parts it is ' R. M. Martin, "On the Semantics of Hobbes," Philosophyand PhenomenologicalResearch 14 095314): 2o5-11, esp. ~o7, 211. Cf. I. C. Hungerland and G. R. Vick, "Hobbes's Theory of Language, Speech and Reasoning," in ThomasHobbes:Computatwsire Logica--Logic, translated and commentary by A. Martinich, ed. and introduced by I. C. Hungerland and G. R. Vick (New York: 1981), 15--167, esp. 17, 121-22. 9 H. T6rnebohm, "A Study in Hobbes' Theory of Denotation and Truth," Theor~a26 (196o): 53-7o; see p. 66. 3 A. Tarski, "The Semantic Conception of Truth and the Foundations of Semantics," Philosophy and PhenomenologicalResearch4 (1944): 341-375; see p. 342. [63] 64 JOURNAL OF THE HISTORY OF PHILOSOPHY 28:1 JANUARY 199o composed of. Moreover, in the case of linguistic expressions which are (deciarative ) sentences this semantic value should be its truth-value. 4 As we shall see, Hobbes's theory of propositions is basically a theory of subject-predicate propositions. It is therefore reasonable to qualify his theory of truth as a semantic one only if it satisfies Frege's principle to a certain extent. Ideally, this means that the truth-value of subject-predicate propositions should be conceived as a function of the semantic interpretations of its subject and predicate. In the next three sections I will concentrate principally on the logicosyntactical aspects of language. I will then discuss successively the general structure of propositions, the various sorts of names, and the syntax of Hobbes's theory of propositions. Section 5 is devoted to Hobbes's theory of truth as interpreted by Martin and T0rnebohm. The outcome of this examination makes it necessary to break away from Martin's restricted conception of semantics. Martin, like Tarski, takes semantics as "semantics in the narrower sense," i.e., as the discipline Quine refers to as the theory of reference. 5 However, sometimes this term is used in a broader sense; the field of semantics is taken then to include the theory of meaning too. Although the wording differs frequently, the distinction between meaning and reference is almost a constant in the history of thinking about language. On the side of meaning one finds terms like connotation, intension, conception, signification and analyticity, while terms like naming, denoting, extension (and sometimes again signification) are ]inked to the notion of reference. In the Computatio sive Logica, the first part of De Corpore, containing Hobbes's most mature work on the philosophy of language, this opposition is displayed by way of a distinction between, on the one side, nominare, denotare and appellare and, on the other side, significare. Hobbes's view of the significative, as opposed to the denotative, role of linguistic expressions is treated in sections 6, 7, and 8. There it will be shown that Hobbes's radical nominalism is decisive for his doctrine of signification; moreover, this nominalism raises serious problems for the relation... (shrink)

Theory of Mind (ToM) may be defined as the ability to understand the mental states, such as beliefs, desires, intentions, and emotions, of others. Impairment of ToM ability leads to disorders with pathologies in social skills, such as autism spectrum disorder and schizophrenia. In addition to differences in ToM ability among patient populations, there is variation between neurotypical individuals. Unfortunately, ToM tasks are usually developed for children or patients with cognitive disorders and cannot detect variations in healthy adults. (...) As an alternative tool, humor may be used. Humor plays a role in social communication and requires many different cognitive functions. Humor is believed to represent complex high-order cognitive processes. There are numerous types of humor; the most complex type is considered ToM humor, where an understanding of social/emotional content is necessary. Given the need for a ToM assessment test suitable for healthy adult populations, we developed a test for measuring humor comprehension and appreciation, with and without ToM content (ToM-HCAT). The present ToM-HCAT test is a performance test consisting of cartoons. The test measures perceived funniness, reaction time to perceived funniness decision, and meaning inference. Cartoons were selected after pilot studies involving 44 participants. Subscales were constituted according to expert views and confirmed by confirmatory factor analysis ( N = 135). Goodness of fit values for the final 35-item test were acceptable to excellent: GFI = 0.97; AGFI = 0.97; NFI = 0.97; RFI = 0.97, and SRMR = 0.067. Both categories were internally consistent (α 1 = 0.84, α 2 = 0.94). External validity was assessed against autistic traits. One hundred and three participants completed the Autism Spectrum Quotient and were grouped by +0.5 standard deviations from the mean as high in autistic traits. The meaning-inference scores of the subscale with the ToM cartoons were significantly lower ( p = 0.034) for the high autistic traits group, providing evidence of external validity. In conclusion, we developed and validated a test for assessment of ToM by humor comprehension and appreciation. We believe that the present test will be useful for the detection of variations in ToM ability in the healthy adult population. (shrink)

Eye movements during false-belief tasks can reveal an individual's capacity to implicitly monitor others' mental states (theory of mind - ToM). It has been suggested, based on the results of a single-trial-experiment, that this ability is impaired in those with a high-functioning autism spectrum disorder (ASD), despite neurotypical-like performance on explicit ToM measures. However, given there are known attention differences and visual hypersensitivities in ASD it is important to establish whether such impairments are evident over time. In addition, (...) investigating implicit ToM using a repeated trial approach allows an assessment of whether learning processes can reduce the ASD impairment in this ability, as is the case with explicit ToM. Here we investigated the temporal profile of implicit ToM in individuals with ASD and a control group. Despite similar performance on explicit ToM measures, ASD-diagnosed individuals showed no evidence of implicit false-belief tracking even over a one-hour period and many trials, whereas control participants did. These findings demonstrate that the systems involved in implicit and explicit ToM are distinct and hint that impaired implicit false-belief tracking may play an important role in ASD. Further, they indicate that learning processes do not alleviate this impairment across the presentation of multiple trials. (shrink)

Problems are raised with the global workspace hypothesis of consciousness, for example about exactly how global the workspace needs to be for consciousness to suddenly be present. Problems are also raised with Carruthers’s (2019) version that excludes conceptual (categorical or discrete) representations, and in which phenomenal consciousness can be reduced to physical processes, with instead a different levels of explanation approach to the relation between the brain and the mind advocated. A different theory of phenomenal consciousness is described, (...) in which there is a particular computational system involved in which Higher Order Syntactic Thoughts are used to perform credit assignment on first order thoughts of multiple step plans to correct them by manipulating symbols in a syntactic type of working memory. This provides a good evolutionary reason for the evolution of this kind of computational module, with which, it is proposed, phenomenal consciousness is associated. Some advantages of this HOST approach to phenomenal consciousness are then described with reference not only to the global workspace approach, but also to Higher Order Thought (HOT) theories. It is hypothesized that the HOST system which requires the ability to manipulate first order symbols in working memory might utilize parts of the prefrontal cortex implicated in working memory, and especially the left inferior frontal gyrus, which is involved in language and probably syntactical processing. Overall, the approach advocated is to identify the computations that are linked to consciousness, and to analyze the neural bases of those computations. (shrink)

I argue that both language acquisition and cultural and social factors contribute to the formation of schemata that facilitate false belief reasoning. While the proposal for an active role of language acquisition in this sense has been partially advanced by several voices in the mentalizing debate, I argue that other accounts addressing this issue present some shortcomings. Specifically, I analyze the existing proposals distinguishing between “structure-oriented” views :1858–1878, 2007; de Villiers in Why language matters for theory of mind. (...) Oxford University Press, New York, pp 186–219, 2005), that stress the role of language as a set of rules providing syntactic input and providing a representational format, and “cultural/social-oriented views”, that stress the role of social interaction. Starting from the analysis of these views, I defend my own account of the role of language acquisition in aiding false belief reasoning. I argue that language acquisition plays a pivotal role in the formation of schemata used by pre-schoolers to pass the false belief task. I propose a specific learning mechanism for exploiting linguistic information that taps into specific cognitive abilities, thus making a very concrete suggestion about the role of linguistic input in specific cultural contexts for the development of false belief skills. (shrink)

Over the last quarter century or so, no one has done more to shape debate in the philosophy of mind and cognitive science than Jerry Fodor. He is best known for championing the Computational Theory of Mind (CTM), the view that thinking consists of computations over syntactically structured mental representations (Fodor, 1975). He has also developed the idea that the mind is partially made up of isolated mechanisms called “modules” that employ innate databases informationally encapsulated from (...) the rest of the mind (Fodor, 1983). (shrink)

Is brain structure related to function? Can one predict the other? These are questions that are still waiting to be answered definitively. In this paper we seek to investigate these questions, in particular, we are interested in the relation between brain structure and theory of mind. ToM is defined as the ability to attribute mental states to others. Previous studies have observed correlations between performance on ToM tasks, and gray-matter size/volume in dorsomedial prefrontal cortex, temporoparietal junction and precuneus. (...) Despite these findings, there are concerns about false positive results and replicability issues. In this study we used two different tasks to evaluate ToM, Reading the Mind in the Eyes Test, and the Short Story Task. Performance in these tasks was correlated to brain anatomy measures including voxel-based morphometry and cortical thickness analysis, from ninety-one neurotypical participants. High-resolution structural brain images were acquired, and whole-brain and region of interest analyses were implemented. The analyses did not show statistically significant associations between ToM performance and brain structural measures after correction. Significant associations between performance on ToM tests and a widespread array of regions loosely associated with ToM were observed only for whole brain uncorrected analysis. These results do not replicate a previous study with neurotypical participants. We tested two different ToM tests, two different softwares for VBM and CT, and we used two samples, one with 91 and a sub-sample with 69 participants. Neither of these conditions made a difference in the results obtained. Consequently, these results suggest that if the population is neurotypical and homogenous, it is unlikely that a reliable association between brain anatomy measures and ToM performance, as measured with these tasks, may be found. (shrink)

Abstract In the first part of this essay (Russell, 1988a) I argued that ?cognisance? (roughly: a subject's knowledge of his relation to the physical world as an experiencer of it) cannot be explained in terms of a syntactic theory of mind, due to the ?referential? and ?holistic? nature of this knowledge. The syntactic account of the higher mental functions is immediately intelligible to us due to its derivation from computer technology, so this would not appear to (...) be a happy result for scientific psychology. In this paper I outline a strategy for developing a scientific psychology of cognisance, beginning from the assumption that such a theory should have a similar status to Chomsky's competence theory of human grammar, whilst diverging from Chomsky on the question of how such a theory should be answerable to data. Most of the paper is taken up with illustrating the way in which Jean Piaget's theory of mental development in humans is at least a first approximation to such a theory. (shrink)

Externalism is the view that the intentional content of a mental state supervenes on its relations to objects in the extramental world. Nativism is the view that some of the innate states of the mind/brain have intentional content. I consider both “causal” and “nomic” versions of externalism, and argue that both are incompatible with nativism. I consider likely candidates for a compatibilist position – a nativism of “narrow” representational states, and a nativism of the contentless formal “vehicles” of representational (...) states. I argue that “narrow nativism” is either too implausible to appeal to the nativist – because it entails that innate representational states are lost as the mind becomes more experienced, or too costly to appeal to the externalist – because a reasonable version of it requires the analytic-synthetic distinction. Finally, I argue that “syntactic nativism” is indistinguishable from classical anti-nativist empiricism, given the latter’s broad tolerance for innate implementation of psychological principles and mechanisms. (shrink)

Three- to six-year-olds were given Heyes's proposed task and theory of mind tasks. Although they correlated, Heyes's was harder; only 50% of participants with a theory of mind reached a criterion of 75% correct. Because of the complex series of inferences involved in Heyes's task, it is possible that one could have a theory of mind and fail Heyes's version.

Both mindreading and stereotyping are forms of social cognition that play a pervasive role in our everyday lives, yet too little attention has been paid to the question of how these two processes are related. This paper offers a theory of the influence of stereotyping on mental-state attribution that draws on hierarchical predictive coding accounts of action prediction. It is argued that the key to understanding the relation between stereotyping and mindreading lies in the fact that stereotypes centrally involve (...) character-trait attributions, which play a systematic role in the action–prediction hierarchy. On this view, when we apply a stereotype to an individual, we rapidly attribute to her a cluster of generic character traits on the basis of her perceived social group membership. These traits are then used to make inferences about that individual’s likely beliefs and desires, which in turn inform inferences about her behavior. (shrink)

Evolutionary Psychology is based on the idea that the mind is a set of special purpose thinking devices or modules whose domain-specific structure is an adaptation to ancestral environments. The modular view of the mind is an uncontroversial description of the periphery of the mind, the input-output sensorimotor and affective subsystems. The novelty of EP is the claim that higher order cognitive processes also exhibit a modular structure. Autism is a primary case study here, interpreted as a (...) developmental failure of a module devoted to social intelligence or Theory of Mind. In this article I reappraise the arguments for innate modularity of TOM and argue that they fail. TOM ability is a consequence of domain general development scaffolded by early, innately specified, sensorimotor abilities. The alleged Modularity of TOM results from interpreting the outcome of developmental failures characteristic of autism at too high a level of cognitive abstraction. (shrink)

The current study examined how ingroup and outgroup Theory of Mind predicts children’s and adolescents’ reasoning for their acceptability judgments of intergroup bullying of Syrian refugee peers and group support of intergroup bullying. Participants included 587 Turkish middle and high school students. Participants read a bias-based bullying story with a Syrian refugee peer targeted by an ingroup Turkish peer. Then, participants rated the acceptability of bullying and group support of bullying and were presented with a reasoning question after (...) each acceptability question. Reasoning codes included Fairness, Refugee Status/War, Prejudice and Discrimination, Harm, Prescriptive Norms, Group Functioning, and Relationship with the Bully. Participants’ ingroup and outgroup ToM abilities were evaluated as predictors of reasoning. Results documented that middle school students were more likely to attribute mental states to their ingroup members compared to outgroup members while high school students’ ToM performance did not differ across contexts. Further, the more unacceptable participants judged bullying to be, the more they reasoned about the bullying by referencing fairness, refugee status, discrimination, and harm. Results also documented that ingroup and outgroup ToM were positively related to attribution to fairness and participants’ usage of multiple reasoning judgments while only outgroup ToM was a significant predictor of reasoning around refugee status/war, discrimination, and prejudice. The findings provide implications for intervention programs that tackle intergroup bullying by examining bystanders’ social cognitive skills in a specific context. (shrink)

Concealing information requires that adolescents manage the information that they share, which requires cognitive skills, for example, theory of mind. This study explored motivations for concealment that early adolescents endorsed concealing or disclosing to friends and parents, in relation to their theory of mind. We found that adolescents broadly endorsed disclosure to both parents and friends, even when it might mean they would face consequences, be impolite, or face negative identity-related emotions. We found that ToM ability (...) was associated with a tendency to endorse being forthcoming and sharing information with both friends and parents. These findings provide new insight into how the relation between ToM and concealment may change with age, specifically how in early adolescence it may foster open communication rather than concealment as is the case in early and middle childhood. (shrink)

Shame, theory of mind (ToM) and self-consciousness were examined in a group of early adolescents aged 10–12 years. The aim was to assess whether the relationship between early adolescents’ dispositional shame and ToM is mediated by their private and public self-consciousness. One hundred adolescents (M = 11;1 years; months, 51 girls) were administered measures assessing dispositional shame and self-consciousness and a ToM test. Results support an essential distinction between the private and public aspects of self-consciousness and show that (...) ToM’s relationship to dispositional shame is mediated by public but not private self-consciousness. The significance of these findings and their potential implications for theoretical models of shame development is discussed. (shrink)

We tested if the newly designed ToMotion task reflects a single construct and if the atypical groups differ in their performance compared to typically developing peers. Furthermore, we were interested if ToMotion maps a developmental sequence in a Theory of Mind performance as exemplified by increasing difficulty of the questions asked in every item. The sample consisted of 13 adolescents that have been diagnosed with a developmental language disorder and 14 adolescents that are deaf or hard of hearing. (...) All of these adolescents were in special schools for secondary vocational education. The control group existed of 34 typical developing adolescents who were in regular intermediate vocational education, ranging from level 2 to 4. The ToMotion, available in a spoken Dutch version and in a version in Sign Language of the Netherlands, was used to map ToM abilities. An attempt has been made to fill the gap of missing studies of ToM in adolescents by developing a new measuring instrument. In conclusion, assessing ToM with the ToMotion results in a picture that DHH adolescents score lower than TD peers. However, their scores are as consistent as those of the TD peers. The picture of DLD adolescents is the reverse. They show no differences in ToM scores, but seem to be somewhat more inconsistent compared to TD peers. We provide a discussion on those results and its implications for future research. What this paper adds? The current study introduces a new visual Theory of Mind task, ToMotion, designed specifically to assess ToM in adolescents in an ecologically valid way and adapted to the needs of adolescents with language and communication difficulties. (shrink)

The theory of mind (ToM) deficit associated with autism spectrum disorder has been a central topic in the debate about the modularity of the mind. In a series of papers, Philip Gerrans and Valerie Stone argue that positing a ToM module does not best explain the deficits exhibited by individuals with autism (Gerrans 2002; Stone & Gerrans 2006a, 2006b; Gerrans & Stone 2008). In this paper, I first criticize Gerrans and Stone’s (2008) account. Second, I discuss various (...) studies of individuals with autism and argue that they are best explained by positing a higher-level, domain-specific ToM module. (shrink)