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window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":3356921,"created_at":"2013-04-22T06:08:30.132-07:00","from_world_paper_id":null,"updated_at":"2025-01-10T23:05:10.687-08:00","_data":{"ai_abstract":"This research explores the cognitive abilities in human-reared chimpanzees, with a focus on their understanding of social cues and physical properties of objects. The findings suggest that chimpanzees raised in a human environment display enhanced capabilities in forming causal theories about both social interactions and the physical world, which may parallel aspects of human cognitive development. The study highlights how rearing contexts influence cognitive plasticity and raises questions about the uniqueness of human cognitive traits."},"document_type":"paper","pre_hit_view_count_baseline":0,"quality":"high","language":"en","title":"Social and Physical Reasoning in Human-Reared Chimpanzees","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [33854062,657189]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":31166304,"attachmentType":"pdf"}"><img alt="First page of “Social and Physical Reasoning in Human-Reared Chimpanzees”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/31166304/mini_magick20190426-25900-1edf0b7.png?1556289122" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Social and Physical Reasoning in Human-Reared Chimpanzees</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="33854062" href="https://independent.academia.edu/ConniCastille"><img alt="Profile image of Conni Castille" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Conni Castille</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="657189" href="https://oakland.academia.edu/JenniferVonk"><img alt="Profile image of Jennifer Vonk" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/657189/228219/5006948/s65_jennifer.vonk.jpg" />Jennifer Vonk</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">27 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 3356921; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=3356921"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--detail ds2-5-body-md">AI-generated Abstract</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This research explores the cognitive abilities in human-reared chimpanzees, with a focus on their understanding of social cues and physical properties of objects. The findings suggest that chimpanzees raised in a human environment display enhanced capabilities in forming causal theories about both social interactions and the physical world, which may parallel aspects of human cognitive development. The study highlights how rearing contexts influence cognitive plasticity and raises questions about the uniqueness of human cognitive traits.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":31166304,"attachmentType":"pdf","workUrl":"https://www.academia.edu/3356921/Social_and_Physical_Reasoning_in_Human_Reared_Chimpanzees"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":31166304,"attachmentType":"pdf","workUrl":"https://www.academia.edu/3356921/Social_and_Physical_Reasoning_in_Human_Reared_Chimpanzees"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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We then discuss the differences between these alternatives. Over the past 30 years, developmental psychologists have unveiled surprising competences in very young infants, with equally surprising claims about the cognitive systems supporting these competences. Recent experiments with young infants following the "false-belief" paradigm have reinforced this idea in the realm of social cognition (Onishi and Baillargeon 2005; Senju et al. 2011). One question these experiments raise concerns the precise nature of the infant's ability to understand the behaviors and mental states of others. Comparative psychologists have made similar claims about the social cognitive abilities of chimpanzees and other animals. Are these claims warranted by the evidence? To different degrees, both of us have argued that they are not. The two most developed and defended answers have been cast in terms of a behavioral approach (e.g., behavioral abstraction, cf. Povinelli and Vonk (2003, 2004); Penn and Povinelli (2007) or behavioral rules, cf. Perner and Ruffman (2005)) and a theory-of-mind (ToM) approach (either theory theory, cf. Onishi and Baillargeon (2005); Carruthers (2009) or simulation theory, cf. Herschbach (2007)). In this paper we evaluate these theories, as well as an alternative account in terms of enactive perception, in an effort to specify abilities that are basic for both chimpanzees and young infants, and remain basic for adult social cognition. In the first</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Enactive and Behavioral Abstraction Accounts of Social Understanding in Chimpanzees, Infants, and Adults","attachmentId":72966928,"attachmentType":"pdf","work_url":"https://www.academia.edu/58667788/Enactive_and_Behavioral_Abstraction_Accounts_of_Social_Understanding_in_Chimpanzees_Infants_and_Adults","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/58667788/Enactive_and_Behavioral_Abstraction_Accounts_of_Social_Understanding_in_Chimpanzees_Infants_and_Adults"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="1908923" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1908923/Two_Challenges_to_Huttos_Enactive_Account_of_Pre_linguistic_Social_Cognition">Two Challenges to Hutto's Enactive Account of Pre-linguistic Social Cognition</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="219258" href="https://edinburgh.academia.edu/JSuilinLavelle">J. Suilin Lavelle</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Philosophia, 2011</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Two Challenges to Hutto's Enactive Account of Pre-linguistic Social Cognition","attachmentId":50823115,"attachmentType":"pdf","work_url":"https://www.academia.edu/1908923/Two_Challenges_to_Huttos_Enactive_Account_of_Pre_linguistic_Social_Cognition","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1908923/Two_Challenges_to_Huttos_Enactive_Account_of_Pre_linguistic_Social_Cognition"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="113053693" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/113053693/Early_intention_understandings_that_are_common_to_primates_predict_childrens_later_theory_of_mind">Early intention understandings that are common to primates predict children's later theory of mind</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="7368069" href="https://lehigh.academia.edu/AmandaBrandone">Amanda Brandone</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Current Opinion in Neurobiology, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">Intention understanding emerges early in human development, manifest in deep and robust fashions even in infants. Overlapping intention understandings, encompassing agents as intentional actors and experiencers, are evident in nonhuman primates in more limited fashions. Intention understandings, of the sort shared by infants and nonhuman primates, predict the more comprehensive theory-of-mind understandings of older children. Those early understandings provide a platform for the ontogenesis of further, deeper achievements in the human case. A complex organism (e.g., person, monkey) is a solid physical body, a biological, a social, and an intentional entity (acting deliberately on the basis of intentions, desires, beliefs). Humans understand self and others in all these ways. Here we focus on intention understanding, everyday understanding of agents in terms of their internal mental states, often termed "theory of mind". Intention understanding emerges early and universally in the human case, leading to tremendous current interest in its developmental and evolutionary origins. Neatly, researchers have addressed several of the exact abilities of interest to infant researchers with nonhuman primates (hereafter, primates), at times using very similar paradigms. Infant Intention Understanding Consider Box 1 and the experimental logic outlined there. When 8-, 9-, 10-and 12-montholds see such displays in looking-time studies, they consistently look longer at the indirect test events. They do so for live [1] and videotaped human actions [2,3], and even for animated geometric shapes "jumping" over barriers to join other shapes [4]. Infants look equally to both test events in control conditions in which they are first habituated to a display with either no barrier or no goal-object. Complementary findings come from more active/interactive paradigms. In one illustrative study[5], a woman passed toys across a table to an infant. Interspersed were trials where she did not pass the toys because she was either unwilling to or unable but trying to (e.g., could not extract it from a container) do so. Nineto 18-month-olds behaved more impatiently (e.g., reaching, turning away) when the woman was unwilling than when she was unable to give them the toy. Although the surface</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Early intention understandings that are common to primates predict children's later theory of mind","attachmentId":110116813,"attachmentType":"pdf","work_url":"https://www.academia.edu/113053693/Early_intention_understandings_that_are_common_to_primates_predict_childrens_later_theory_of_mind","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/113053693/Early_intention_understandings_that_are_common_to_primates_predict_childrens_later_theory_of_mind"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="10491167" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/10491167/Social_cognition_in_infancy1">Social cognition in infancy1</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="25729941" href="https://uta.academia.edu/ChrisMoore">Chris Moore</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Monographs of the Society for Research in Child Development, 1998</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Social cognition in infancy1","attachmentId":47350970,"attachmentType":"pdf","work_url":"https://www.academia.edu/10491167/Social_cognition_in_infancy1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/10491167/Social_cognition_in_infancy1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="2414739" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2414739/Thomsen_L_and_Carey_S_2013_Core_Cognition_Of_Social_Relations_IN_M_Banajii_and_S_Gelman_Eds_Navigating_The_Social_World_What_infants_children_and_other_species_can_teach_us_New_York_Oxford_University_Press">Thomsen, L. & Carey, S. (2013) Core Cognition Of Social Relations. IN M. Banajii & S. Gelman (Eds). Navigating The Social World. What infants, children, and other species can teach us. New York: Oxford University Press</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="57353" href="https://harvard.academia.edu/LotteThomsen">Lotte Thomsen</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Young children face the daunting task of figuring out the social relations among members of their community--both with the child him-or herself and with each other. These representations of social relations cannot be reduced to representations of individual people. Knowing Bill well does not allow us to infer Bill's relations to Fred: are they members of the same family, friends, in some hierarchical dominance relation? Here we argue that innate, core concepts of relational models are necessary to help children discover the answers to these questions. We review evidence for two basic types of social relations that are understood in infancy and early childhood: intimate, cooperative, communal sharing relations and dominance relations.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Thomsen, L. \u0026 Carey, S. (2013) Core Cognition Of Social Relations. IN M. Banajii \u0026 S. Gelman (Eds). Navigating The Social World. What infants, children, and other species can teach us. New York: Oxford University Press","attachmentId":30443481,"attachmentType":"doc","work_url":"https://www.academia.edu/2414739/Thomsen_L_and_Carey_S_2013_Core_Cognition_Of_Social_Relations_IN_M_Banajii_and_S_Gelman_Eds_Navigating_The_Social_World_What_infants_children_and_other_species_can_teach_us_New_York_Oxford_University_Press","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2414739/Thomsen_L_and_Carey_S_2013_Core_Cognition_Of_Social_Relations_IN_M_Banajii_and_S_Gelman_Eds_Navigating_The_Social_World_What_infants_children_and_other_species_can_teach_us_New_York_Oxford_University_Press"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="50233092" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/50233092/Vincini_S_and_Gallagher_S_2021_Developmental_phenomenology_examples_from_social_cognition_Continental_Philosophy_Review_54_2_183_199">Vincini, S. and Gallagher, S. 2021. Developmental phenomenology: examples from social cognition. Continental Philosophy Review 54 (2): 183 – 199</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1453024" href="https://unipr.academia.edu/StefanoVincini">Stefano Vincini</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="112762" href="https://memphis.academia.edu/ShaunGallagher">Shaun Gallagher</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Continental Philosophy Review 54 (2): 183 – 199 , 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">We explore relationships between phenomenology and developmental psychology through an in-depth analysis of a particular problem in social cognition: the most fundamental access to other minds. In the first part of the paper, we examine how developmental science can benefit phenomenology. We explicate the connection between cognitive psychology and developmental phenomenology as a form of constructive phenomenological psychology. Nativism in contemporary science constitutes a strong impulse to conceive of the possibility of an innate ability to perceive others' mental states, an idea which also has a transcendental implication. In the second part, we consider how phenomenology can contribute to developmental science. Phenomenology can go beyond the necessary evaluation and reinterpretation of experimental results. Some phenomenological notions and theories can be put forward on a par with alternative cognitive-psychological models and compete with them on grounds of empirical adequacy. For example, Husserl and Merleau-Ponty's notion of pairing can constitute a viable account of how infants access other minds. We outline a number of ways in which this account can be tested and can thus contribute to generating empirical knowledge.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Vincini, S. and Gallagher, S. 2021. Developmental phenomenology: examples from social cognition. Continental Philosophy Review 54 (2): 183 – 199","attachmentId":68295083,"attachmentType":"pdf","work_url":"https://www.academia.edu/50233092/Vincini_S_and_Gallagher_S_2021_Developmental_phenomenology_examples_from_social_cognition_Continental_Philosophy_Review_54_2_183_199","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/50233092/Vincini_S_and_Gallagher_S_2021_Developmental_phenomenology_examples_from_social_cognition_Continental_Philosophy_Review_54_2_183_199"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="47589144" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47589144/Reasoning_about_instrumental_and_communicative_agency_in_human_infancy">Reasoning about instrumental and communicative agency in human infancy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="446460" href="https://cnrs.academia.edu/JacobPierre">Jacob Pierre</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Advances in child development and behavior, 2012</p><p class="ds-related-work--abstract ds2-5-body-sm">Theoretical rationality and practical rationality are, respectively, properties of an individual&#39;s belief system and decision system. While reasoning about instrumental actions complies with practical rationality, understanding communicative actions complies with the principle of relevance. Section 2 reviews the evidence showing that young infants can reason about an agent&#39;s instrumental action by representing her subjective motivations and the episodic contents of her epistemic states (including false beliefs). Section 3 reviews the evidence showing special sensitivity in young human infants to some ostensive behavioral signals encoding an agent&#39;s communicative intention. We also address the puzzle of imitative learning of novel means actions by 1-year olds and argue that it can be resolved only by assuming that the infant construes the model&#39;s demonstration as a communicative, not an instrumental, action. Section 4 reviews the evidence for natural pedagogy, a speci...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reasoning about instrumental and communicative agency in human infancy","attachmentId":66605117,"attachmentType":"pdf","work_url":"https://www.academia.edu/47589144/Reasoning_about_instrumental_and_communicative_agency_in_human_infancy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47589144/Reasoning_about_instrumental_and_communicative_agency_in_human_infancy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="78063856" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/78063856/Developmental_phenomenology_examples_from_social_cognition">Developmental phenomenology: examples from social cognition</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="112762" href="https://memphis.academia.edu/ShaunGallagher">Shaun Gallagher</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Continental Philosophy Review, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">We explore relationships between phenomenology and developmental psychology through an in-depth analysis of a particular problem in social cognition: the most fundamental access to other minds. In the first part of the paper, we examine how developmental science can benefit phenomenology. We explicate the connection between cognitive psychology and developmental phenomenology as a form of constructive phenomenological psychology. Nativism in contemporary science constitutes a strong impulse to conceive of the possibility of an innate ability to perceive others’ mental states, an idea which also has a transcendental implication. In the second part, we consider how phenomenology can contribute to developmental science. Phenomenology can go beyond the necessary evaluation and reinterpretation of experimental results. Some phenomenological notions and theories can be put forward on a par with alternative cognitive-psychological models and compete with them on grounds of empirical adequa...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Developmental phenomenology: examples from social cognition","attachmentId":85241041,"attachmentType":"pdf","work_url":"https://www.academia.edu/78063856/Developmental_phenomenology_examples_from_social_cognition","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/78063856/Developmental_phenomenology_examples_from_social_cognition"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="10491157" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/10491157/Theories_of_mind_in_infancy">Theories of mind in infancy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="25729941" href="https://uta.academia.edu/ChrisMoore">Chris Moore</a></div><p class="ds-related-work--metadata ds2-5-body-xs">British Journal of Developmental Psychology, 1996</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper reviews and evaluates various theories of the origins of theory of mind in infancy. In what a theory of mind consists is first considered. It is argued that any theory of mind has t w o important features. Firstly, a theory of mind recognizes, at least, the existence of psychological relations between agents and objects, including some relations which involve 'action at a distance'. Secondly, in a theory of mind, self and other are equivalent in that both can act equally as agents of psychological relations. Any theory of the development of theory of mind must explicate h o w it is possible t o acquire an understanding of these t w o features. With this requirement in mind, four main types of recent theories are considered -modularity theories, Piagetian theories, matching theories, and intersubjectivity theories. While n o decision is made amongst these theories, suggestions for further improvement in theorizing o n this topic are presented.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Theories of mind in infancy","attachmentId":47350982,"attachmentType":"pdf","work_url":"https://www.academia.edu/10491157/Theories_of_mind_in_infancy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/10491157/Theories_of_mind_in_infancy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="125333540" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/125333540/Early_social_cognition_understanding_others_in_the_first_months_of_life_Edited_by_Philippe_Rochat_Lawrence_Erlbaum_Associates_London_pp_344_63_95_hardback_">Early social cognition: understanding others in the first months of life. Edited by Philippe Rochat, Lawrence Erlbaum Associates, London, pp. 344. £63.95 (hardback)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="271785893" href="https://independent.academia.edu/rochatphilippe">philippe rochat</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Infant and Child Development, 2001</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Early social cognition: understanding others in the first months of life. Edited by Philippe Rochat, Lawrence Erlbaum Associates, London, pp. 344. £63.95 (hardback)","attachmentId":119396857,"attachmentType":"pdf","work_url":"https://www.academia.edu/125333540/Early_social_cognition_understanding_others_in_the_first_months_of_life_Edited_by_Philippe_Rochat_Lawrence_Erlbaum_Associates_London_pp_344_63_95_hardback_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/125333540/Early_social_cognition_understanding_others_in_the_first_months_of_life_Edited_by_Philippe_Rochat_Lawrence_Erlbaum_Associates_London_pp_344_63_95_hardback_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":31166304,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":31166304,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_31166304" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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