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Marco Fenici Rühr Universität Bochum Embodied Language New College, Oxford, September 28 th , 2011

How Theory of Mind Enters the Embodied-mind Framework through Language Acquisition. Marco Fenici Rühr Universität Bochum Embodied Language New College, Oxford, September 28 th , 2011. Embodied Cognition. Language. Theory of Mind. False Belief Test (Baron-Cohen, Leslie, & Frith, 1985).

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Marco Fenici Rühr Universität Bochum Embodied Language New College, Oxford, September 28 th , 2011

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  1. How Theory of Mind Enters the Embodied-mind Framework through Language Acquisition Marco Fenici Rühr Universität Bochum Embodied Language New College, Oxford, September 28th, 2011

  2. Embodied Cognition Language Theoryof Mind

  3. False Belief Test (Baron-Cohen, Leslie, & Frith, 1985)

  4. Embodiment &late Social Understanding • Embodied Mind • Relevance of affective and effective systems • Modal input • ToM module (Baron-Cohen, 1994) • “Central” cognition • Amodal input

  5. Early Social Cognitive Abilities

  6. Embodiment &early Social Cognition Early social cognitive abilities • Fast developping ToM module • Specific neural system activated by • Multimodal input • amodal input

  7. Embodied Cognition Language Theoryof Mind

  8. “She said she found a monster under her chair, but [second picture] it was really the neighbor’s dog. What did she say?” • “He thought he found his ring, but [second picture] it was really a bottle cap. What did he think?” Test for Complements (de Villiers & Pyers, 2002)

  9. Embodiment & Syntax Acquisition • Embodied Mind • Relevance of affective and effective systems • Modal input • de Villiers • Syntax as an autonomous representational level

  10. Situation Personality

  11. Belief-Desire Reasoning Capacity to explain people’s reasons to act Attribution of beliefs and desires Attribution of typical beliefs and desires

  12. Vygotsky • Zone of Proximal Development • Social Embedding • Naïve Participation

  13. (Wertsch, 1979)

  14. Conversation involving mental discourse • Frequency of mental terms • Psychological discourse (Turnbull, Carpendale, & Racine, 2008) Evidence • Quality of parental conversation • Elabourative discourse (Ontai & Thompson, 2008) • Connectedness (Ensor & Hughes, 2008) • Syntax acquisition • de Villiers & Pyers, 2002; de Villiers, 2005 • Training studies (Hale & Tager-Flusberg, 2003) • Comparative studies (Schick, de Villiers, de Villiers, & Hoffmeister, 2007) • Prediction vs. Explanation • Bartsch & Wellman (1989), Bartsch, Campbell, & Troseth (2007)

  15. explanations vs. predictions • Training studies • Vygotskian studies Future issues

  16. Summary

  17. Embodied Mind Cognition = Action + Perception Enactivism Situated Mind Cognition = Mind + Environment Early Social Cognitive Abilities Mature Social Understanding

  18. Thank youfor your attention

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