The Developing Mind

The first book to critically introduce philosophical questions concerning children's cognitive development and considers the implications of scientific breakthroughs for the philosophy of developmental psychology. Ideal for those coming to the subject for the first time.

The development of children's minds raises fundamental questions, from how we are able to know about basic aspects of the world such as objects and actions, to how we come to grasp mental states. The Developing Mind is the first book to critically introduce and examine philosophical questions concerning children's cognitive development and to consider the implications of scientific breakthroughs for the philosophy of developmental psychology.

The book explores central topics in developmental psychology from a philosophical perspective:

• children's awareness of objects and the question of 'object permanence'
• the nature and explanatory role of 'core knowledge'
• evidence for innate drivers of language
• children's knowledge of the relation between actions and goals
• puzzles about when infants first have awareness of other minds

• how social interaction explains the emergence of knowledge

Throughout the book, Stephen Butterfill draws on important case studies, including experiments with children on objects and their interactions, 'false belief tasks', and the process by which children come to see other people, not just themselves, as purposive agents. He shows how these questions can illuminate fundamental debates in philosophy of mind concerning the mind's architecture, the explanatory power of representation, the social character of knowledge, and the nature of metacognitive feelings.

Additional features, such as a glossary and extensive bibliographic references, provide helpful tools for those coming to the subject for the first time.

"It is fantastically difficult to cross the boundary between philosophy and psychology without getting embarrassingly stuck on the fence. Butterfill's book demonstrates why the risk is more than balanced by the potential benefits for both sides. It will be an invaluable textbook, and should be read by anyone interested in the tight relationship between cutting-edge theory and evidence in developmental psychology and philosophy of mind." - Ian Apperly, University of Birmingham, UK

Autorentext

Stephen Butterfill is Professor of Philosophy at the University of Warwick, UK.

Klappentext

The development of children's minds raises fundamental questions, from how we are able to know about basic aspects of the world such as objects and actions, to how we come to grasp mental states. The Developing Mind is the first book to critically introduce and examine philosophical questions concerning children's cognitive development and to consider the implications of scientific breakthroughs for the philosophy of developmental psychology. The book explores central topics in developmental psychology from a philosophical perspective: children's awareness of objects and the question of 'object permanence' the nature and explanatory role of 'core knowledge' evidence for innate drivers of language children's knowledge of the relation between actions and goals puzzles about when infants first have awareness of other minds how social interaction explains the emergence of knowledge Throughout the book, Stephen Butterfill draws on important case studies, including experiments with children on objects and their interactions, 'false belief tasks', and the process by which children come to see other people, not just themselves, as purposive agents. He shows how these questions can illuminate fundamental debates in philosophy of mind concerning the mind's architecture, the explanatory power of representation, the social character of knowledge, and the nature of metacognitive feelings. Additional features, such as a glossary and extensive bibliographic references, provide helpful tools for those coming to the subject for the first time.

Inhalt

Preface 1. Introduction Part 1: Physical Objects 2. Principles of Object Perception 3. The Simple View 4. The Linking Problem 5. Core Knowledge 6. Object Indexes and Motor Representations of Objects 7. Metacognitive Feelings 8. Conclusion to Part 1 Interlude on Innateness 9. Innateness Part 2: Minds and Actions 10. Action 11. A Theory of Goal Tracking 12. Mind: the Puzzle 13. Three Levels of Analysis 14. Mind: a Solution? 15. Joint Action 16. Conclusion to Part 2 17. Conclusion. Glossary Bibliography Index