学会 (研究委員会) 主催の外国人研究者の講演

1998年7月11日 (土) に大阪教育大学柏原キャンパスで開催された講演の要旨

抄録

In this article I make the assumption that we are especially well adapted forreasoning about the mind. The cognitive processes underpinning this ability seem tofunction very early in development and play an important part in the growth of relatedforms of intellectual faculties. In particular, it seems that an early understanding of mindis essential for language development. There is a bi-directional influence, though, becausebeing able to communicate with language then allows the child to gain much deeperpsychological insights: Verbal communication allows a window on the minds of otherpeople. However, we have recently obtained evidence to suggest that until about the ageof 6 years, children's bias to interpret speech literally is an impediment to their apprehensionof utterances as a product of minds. When children overcome this problem beyond 6years of age, they have potential to gain even deeper psychological insights from verbalinformation. The account I present depicts development in understanding the mind as aprocess that continues over a long period ; it contraducts theorists who say that children acquire a theory of mind at the age of 4 years in a singular conceptual shift.