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Concerning knowledge of mental states.

R P Hobson1

  • 1Department of Child and Adolescent Psychiatry, Maudsley Hospital, London, UK.

The British Journal of Medical Psychology
|September 1, 1990
PubMed
Summary
This summary is machine-generated.

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Children develop an understanding of others as thinking beings and differentiate mental states through philosophical inquiry. This paper critiques the

Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Philosophy of Mind

Background:

  • Children's acquisition of knowledge about others' mental states is a key developmental milestone.
  • Understanding that others have subjective experiences and distinct mental states is crucial for social interaction.
  • Philosophical perspectives offer insights into how this understanding develops.

Purpose of the Study:

  • To review philosophical perspectives on how children acquire knowledge of others as subjects of experience.
  • To examine how children differentiate between various mental states.
  • To critically evaluate contemporary psychological approaches, specifically the 'theory of mind' concept.

Main Methods:

  • Review of philosophical literature on epistemology and philosophy of mind.

Related Experiment Videos

  • Analysis of arguments concerning the development of social cognition.
  • Critique of the 'theory of mind' framework in developmental psychology.

    • Main Results:

    • Philosophical arguments provide alternative frameworks for understanding the development of 'other minds' understanding.
    • The 'theory of mind' approach may oversimplify the complex process of acquiring knowledge about mental states.
    • Certain philosophical viewpoints have significant implications for understanding early childhood autism.

    Conclusions:

    • Philosophical inquiry offers valuable insights into children's understanding of subjective experience.
    • Re-evaluating psychological models like 'theory of mind' is necessary for a comprehensive understanding.
    • The findings have implications for research and intervention strategies for early childhood autism.