Making minds : the shaping of human minds through social context / / edited by Petra Hauf, Friedrich Forsterling

• Record Nr.: UNINA9910822500803321
• Pubbl/distr/stampa: Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2007
• ISBN: 1-282-15486-9; 9786612154867; 90-272-9274-4
• Edizione: [1st ed.]
• Descrizione fisica: ix, 275 p
• Collana: Benjamins current topics ; ; v. 4
• Altri autori (Persone): HaufPetra; ForsterlingFriedrich
• Disciplina: 302
• Soggetti: Social interaction; Social psychology
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: "Previously published in Interaction studies (6:1 and 6:3, 2005)."
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Making Minds -- Editorial page -- Title page -- LCC data -- Table of contents -- Foreword -- Of minds and mirrors -- How minds and selves are made -- Dynamics of social coordination -- Construing and constructing others -- The self and identity negotiation -- Social reality makes the social mind -- How to do things with logical expressions -- Attributions and peer harassment -- The shaping of individuals' mental structures and dispositions by others -- Ostracism -- Self processes in interdependent relationships -- Constructing perspectives in the social making of minds -- The shaping of animals' minds -- Chimpanzees are sensitive to some of the psychological states of others -- The understanding of own and others' actions during infancy -- Experiencing contingency and agency -- The social construction of the cultural mind -- File Change Semantics for Preschoolers -- The series Benjamins Current Topics.
• Sommario/riassunto: We develop a new theory of the cognitive changes around 4 years of age by trying to explain why understanding of false belief and of alternative naming emerge at this age (Doherty & Perner, 1998). We make use of the notion of discourse referents (DR: Karttunen, 1976) as it is used in File Change Semantics (Heim, 2002), one of the early forms ; of the more widely known Discourse Representation Theory (Kamp & Reyle, 1993). The assumed cognitive change exists in how children can link DRs in their mind to external referents. The younger children check whether the conditions for a DR match the conditions of an external entity (an implicit/procedural understanding of reference). The older children, in addition, have an explicit understanding of reference in virtue of making explicit identity assertions. This involves the metarepresentational ability of representing that different DRs represent the same external referent, which - we argue - is required for alternative naming and for the false belief task.