Journal
TRENDS IN COGNITIVE SCIENCES
Volume 18, Issue 4, Pages 167-170Publisher
ELSEVIER SCIENCE LONDON
DOI: 10.1016/j.tics.2014.01.005
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Funding
- Stipendienstiftung Rheinland-Pfalz
- [ANR-10-LABX-0087 IEC]
- [ANR-10-IDEX-0001-02 PSL*]
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We address the puzzle about early belief ascription: young children fail elicited-response false-belief tasks, but they demonstrate spontaneous false-belief understanding. Based on recent converging evidence, we articulate a pragmatic framework to solve this puzzle. Young children do understand the contents of others' false belief, but they are overwhelmed when they must simultaneously make sense of two distinct actions: the instrumental action of a mistaken agent and the experimenter's communicative action.
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