Wittgenstein's Private Language Argument and Children's Understanding of the Mind

Developmental Review

Volumn 17, Issue 3, 1997, Pages 291-320

  Montgomery, Derek E ^a  

^a BRADLEY UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031487707     PISSN: 02732297     EISSN: None     Source Type: Journal    
DOI: 10.1006/drev.1997.0436     Document Type: Article

References (119)

1. Albritton, R. (1968). On Wittgenstein's use of the term "criterion." In G. Pitcher (Ed.), Wittgenstein: The philosophical investigations. Notre Dame: Notre Dame Univ. Press. [Reprinted from The Journal of Philosophy, 56, 845-857]
2. Armstrong, D. M. (1981). The nature of mind and other essays. Ithaca, NY: Cornell Univ. Press.
3. Astington, J. W. (1988). Children's understanding of the speech act of promising. Journal of Child Language, 15, 157-173.
4. Astington, J. W. (1993). The child's discovery of the mind. Cambridge, MA: Harvard Univ. Press.
5. Astington, J. W. (1996). What is theoretical about the child's theory of mind?: A Vygotskian view of its development. In P. Carruthers & P. K. Smith (Eds.), Theories of theories of mind (pp. 184-199). Cambridge, UK: Cambridge Univ. Press.
6. Astington, J. W., & Jenkins, J. M. (1995, March). Language and theory of mind: A theoretical review and a longitudinal study. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Indianapolis.
7. Baron-Cohen, S. (1991). The development of a theory of mind in autism: Deviance and delay? Psychiatric Clinics of North America, 14, 33-51.
8. Baron-Cohen (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press/Bradford Books.
9. Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford Univ. Press.
10. Bohannon, J. N., MacWhinney, B., & Snow, C. (1990). No negative evidence revisited: Beyond learnability or who has to prove what to whom. Developmental Psychology, 26, 221-226.
11. Brose, K. (1987). Pedagogical elements in Wittgenstein's late work On Certainty. In M. Chapman & R. A. Dixon (Eds.), Meaning and the growth of understanding: Wittgenstein's significance for developmental psychology (pp. 11-22). New York: Springer-Verlag.
12. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard Univ. Press.
13. Budd, M. (1989). Wittgenstein's philosophy of psychology. London: Routledge.
14. Chapman, M. (1987). Inner processes and outward criteria: Wittgenstein's importance for psychology. In M. Chapman & R. A. Dixon (Eds.), Meaning and the growth of understanding (pp. 103-127). New York: Springer-Verlag.
15. Chapman, M., & Dixon, R. A. (1987). Preface. In M. Chapman & R. A. Dixon (Eds.), Meaning and the growth of understanding: Wittgenstein's significance for developmental psychology. New York: Springer-Verlag.
16. Chihara, C. S., & Fodor, J. A. (1965). Operationalism and ordinary language: A critique of Wittgenstein. American Philosophical Quarterly, 2(4), 281-295.
17. Churchland, P. M. (1984). Matter and consciousness. Cambridge, MA: MIT Press/Bradford Books.
18. Clark, E. V. (1987). The principle of contrast: A constraint on language acquisition. In B. MacWhinney (Ed.), Mechanisms of language acquisition (pp. 1-34). Hillsdale, NJ: Erlbaum.
19. Dunn, J., Brown, J., & Beardsall, L. (1991). Family talk about feeling states and children's later understanding of others' emotions. Developmental Psychology, 27, 448-455.
20. Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngblade, L. (1991). Young children's understanding of other people's feelings and beliefs : Individual differences and their antecedents. Child Development, 62, 1352-1366.
21. Erneling, C. E. (1993). Understanding language acquisition: the framework of learning. Albany, NY: State University of New York Press.
22. Esbensen, B. M., Taylor, M., & Stoess, C. (1997). Children's behavioral understanding of knowledge acquisition. Cognitive Development, 12, 53-84.
23. Farrar, M. J. (1992). Negative evidence and grammatical morpheme acquisition. Developmental Psychology, 28, 90-98.
24. Flavell, J. H., Green, F. L., & Flavell, E. R. (1993). Children's understanding of the stream of consciousness. Child Development, 56, 1145-1155.
25. Flavell J. H., Green, F. L., & Flavell, E. R. (1995). Young children's knowledge about thinking. Monographs of the Society for Research in Child Development, 60 (1, Serial No. 243).
26. Flavell, J. H., & Miller, P. H. (in press). Social cognition. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, & language. New York: Wiley.
27. Furrow, D., Moore, C., Davidge, J., & Chiasson, L. (1992). Mental terms in mothers' and children's speech: Similarities and relationships. Journal of Child Language, 19, 617-631.
28. Gelman, S. A., & Coley, J. D. (1991). Language and categorization: The acquisition of natural kind terms. In S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on thought and language. Interrelations in development (pp. 146-196). Cambridge, UK: Cambridge Univ. Press.
29. Gentner, D., & Rattermann, M. J. (1991). The career of similarity. In S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on thought and language. Interrelations in development (pp. 225-277). Cambridge, UK: Cambridge Univ. Press.
30. Gergely, G., Nadasdy, Z., Csibra, G., & Biro, S. (1995). Taking the intentional stance at 12 months of age. Cognition, 56, 165-193.
31. Gillett, G. (1994). Wittgenstein on the mind. Inquiry, 37, 103-115.
32. Goldman, A. I. (1993). The psychology of folk psychology. Behavioral and Brain Sciences, 16, 15-28.
33. Golinkoff, R. M., Hirsh-Pasek, K., Mervis, C. B., Frawley, W. B., & Parillo, M. (1995). Lexical principles can be extended to the acquisition of verbs. In M. Tomasello & W. E. Merriman (Eds.), Beyond names for things: Young children's acquisition of verbs (pp. 185-221). Hillsdale, NJ: Erlbaum.
34. Golinkoff, R. M., Mervis, C. B., & Hirsh-Pasek, K. (1994). Early object labels: The case for a developmental lexical principles framework. Journal of Child Language, 21, 125-155.
35. Gopnik, A. (1990). Developing the idea of intentionality: Children's theories of mind. Canadian Journal of Philosophy, 20, 89-114.
36. Gopnik, A. (1993). How we know our minds: The illusion of first-person knowledge of intentionality. Behavioral and Brain Sciences, 16, 1-15, 90-101.
37. Gopnik, A., & Astington, J. W. (1988). Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37.
38. Gopnik, A., & Slaughter, V. (1991). Young children's understanding of changes in their mental states. Child Development, 62, 98-110.
39. Gopnik, A., & Wellman, H. M. (1994). The theory-theory. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 257-293). New York: Cambridge Univ. Press.
40. Gordon, R. M. (1986). Folk psychology as simulation. Mind & Language, 1, 158-171.
41. Hall, W. S., Frank, R., & Ellison, C. (1995). The development of pretend language: Toward an understanding of the child's theory of mind. Journal of Psycholinguistic Research, 24, 231-254.
42. Happe, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
43. Harris, P. L. (1991). The work of the imagination. In A. Whiten (Ed.), Natural theories of mind (pp. 283-304). Oxford: Blackwell.
44. Harris, P. L. (1994). Thinking by children and scientists: False analogies and neglected similarities. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 294-315). New York: Cambridge Univ. Press.
45. Hobson, R. P. (1991). Against the theory of 'theory of mind.' British Journal of Developmental Psychology, 9, 33-51.
46. Jenkins, J. M., & Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32, 70-78.
47. Johnson, C. N., & Wellman, H. M. (1980). Children's developing understanding of mental verbs: Remember, know, and guess. Child Development, 51, 1095-1102.
48. Jones, S. S., & Smith, L. B. (1993). The place of perception in children's concepts. Cognitive Development, 8, 113-139.
49. Kassin, S. M., & Baron, R. M. (1986). On the basicity of social perception cues: developmental evidence for adult processes? Social Cognition, 4, 180-200.
50. Keil, F. C. (1989). Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press.
51. Kripke, S. A. (1982). Wittgenstein on rules and private language. Cambridge, MA: Harvard Univ. Press.
52. Landau, B., Jones, S. S., & Smith, L. B. (1992). Perception, ontology, and naming in young children: Commentary on Soja, Carey, and Spelke. Cognition, 43, 85-91.
53. Lewis, D. (1972). Psychophysical and theoretical identifications. Australasian Journal of Philosophy 50, 249-258.
54. Lillard, A. S. (1993). Young children's conceptualization of pretense: action or mental representational state? Child Development, 64, 372-386.
55. Lillard, A. S. (1994). Making sense of pretence. In Children's early understanding of mind (C. Lewis & P. Mitchell Eds.), (pp. 211-234). Hove, UK: Erlbaum.
56. Lillard, A. S. (1995, March). Children's understanding of pretense intentions. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Indianapolis.
57. Lyon, T. D. (1993). Young children's understanding of desire and knowledge. Unpublished doctoral dissertation, Stanford University.
58. Lyon, T. D., & Flavell, J. H. (1994). Young children's understanding of "remember" and "forget." Child Development, 65, 1357-1371.
59. Malcolm, N. (1954). Wittgenstein's philosophical investigations. The Philosophical Review, 63, 530-559.
60. Malcolm, N. (1971). Problems of mind: Descartes to Wittgenstein. New York: Harper & Row.
61. Markman, E. M. (1977). Realizing you don't understand: A preliminary investigation. Child Development, 48, 986-992.
62. Markman, E. M. (1989). Categorization and naming in children: Problems of induction. Cambridge, MA: MIT Press.
63. Medin, D. L., Goldstone, R. L., & Gentner, D. (1993). Respects for similarity. Psychological Review, 100, 254-278.
64. Meltzoff, A. N., & Gopnik, A. (1993). The role of imitation in understanding persons and developing a theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds: Perspectives from autism (pp. 335-366). Oxford: Oxford Univ. Press.
65. Miller, S. A., Holmes, H. A., Gitten, J., & Danbury, J. (1997). Children's understanding of false beliefs that result from developmental misconceptions. Cognitive Development, 12, 21-51.
66. Miscione, J. L., Marvin, R. S., O'Brien, R. G., & Greenberg, M. T. (1978). A developmental study of preschool children's understanding of the words 'know' and 'guess.' Child Development, 49, 1107-1113.
67. Mitchell, P. (1994). Realism and early conception of mind: A synthesis of phylogenetic and ontogenetic issues. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind (pp. 19-45). Hove, UK: Erlbaum.
68. Mitchell, P., & Robinson, E. J. (1990). What determines the accuracy of children's judgments of their own knowledge? Journal of Experimental Child Psychology, 50, 81-101.
69. Mitchell, P., & Robinson, E. J. (1994). Discrepant utterances resulting from a false belief: Children's evaluations. Child Development, 65, 1214-1227.
70. Montgomery, D. E. (1992). Young children's theory of knowing: The development of a folk epistemology. Developmental Review, 12, 410-430.
71. Montgomery, D. E. (1993). Young children's understanding of interpretive diversity between different-aged listeners. Developmental Psychology, 29, 337-345.
72. Montgomery, D. E. (1996). The role of action initiation in young children's causal explanations of action. Cognitive Development, 11, 467-489.
73. Montgomery, D. E., & Miller, S. A. (in press). Young children's attributions of knowledge when speaker-intent and listener-access conflict. British Journal of Developmental Psychology.
74. Moore, C. (1996). Theories of mind in infancy. British Journal of Developmental Psychology, 14, 19-40.
75. Moore, C., & Corkum, V. (1994). Social understanding at the end of the first year of life. Developmental Review, 14, 349-372.
76. Moore, C., Furrow, D., Chiasson, L., & Patriquin, M. (1994). Developmental relationships between production and comprehension of mental terms. First Language, 14, 1-17.
77. Morton, A. (1977). A guide through the theory of knowledge. Encino, CA: Dickenson.
78. Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.
79. Nelson, K. (1996). Language in cognitive development: Emergence of the mediated mind. New York: Cambridge Univ. Press.
80. Olson, D. R. (1988). On the origins of beliefs and other intentional states in children. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind (pp. 414-426). New York: Cambridge Univ. Press.
81. O'Neill, D. K., Astington, J. W., & Flavell, J. H. (1992). Young children's understanding of the role that sensory experiences play in knowledge acquisition. Child Development, 63, 474-490.
82. O'Neill, D. K., & Gopnik, A. (1991). Young children's ability to identify the sources of their beliefs. Developmental Psychology, 27, 390-397.
83. Parker, J. F. (1995). Age differences in source monitoring of performed and imagined actions on immediate and delayed tests. Journal of Experimental Child Psychology, 60, 84-101.
84. Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press/ Bradford Books.
85. Perner, J., Baker, S., & Hutton, D. (1994). Prelief: The conceptual origins of belief and pretence. In C. Lewis & P. Mitchell (Eds.), Children 's early understanding of mind (pp. 261-286). Hove, UK: Erlbaum.
86. Pillow, B. H. (1989a). Early understanding of perception as a source of knowledge. Journal of Experimental Child Psychology, 47, 116-129.
87. Pillow, B. H. (1989b). The development of beliefs about selective attention. Merrill-Palmer Quarterly, 35, 421-443.
88. Pitcher, G. (1968). Wittgenstein: The philosophical investigations. Notre Dame: Notre Dame Univ. Press.
89. Pratt, C., & Bryant, P. (1990). Young children understand that looking leads to knowing (so long as they are looking into a single barrel). Child Development, 61, 973-982.
90. Putnam, H. (1975). Mind, language, and reality: Philosophical papers (Vol. 2). Cambridge: Cambridge Univ. Press.
91. Rogoff, B. M. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford Univ. Press.
92. Russell, B. (1991). Analogy. In D. M. Rosenthal (Ed.), The nature of mind (pp. 89-91). Oxford: Oxford Univ. Press. [Reprinted from Human knowledge: Its scope and limits. London: George Allenn & Unwin]
93. Russell, B. (1991). Analogy. In D. M. Rosenthal (Ed.), The nature of mind (pp. 89-91). Oxford: Oxford Univ. Press. [Reprinted from Human knowledge: Its scope and limits. London: George Allenn & Unwin]
94. Russell, J. (1987). Rule-following, mental models, and the developmental view. In M. Chapman & R. A. Dixon (Eds.), Meaning and the growth of understanding: Wittgenstein's significance for developmental psychology (pp. 23-48). New York: Springer Verlag.
95. Searle, J. R. (1983). Intentionality: An essay in the philosophy of mind. Cambridge, UK: Cambridge Univ. Press.
96. Shoemaker, S. (1963). Self-knowledge and self-identity. Ithaca, NY: Cornell Univ. Press.
97. Siegal, M., & Peterson, C. C. (1996). Breaking the mold: A fresh look at children's understanding of questions about lies and mistakes. Developmental Psychology, 32, 322-334.
98. Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
99. Smith, L. B., Jones, S. S., & Landau, B. (1996). Naming in young children: A dumb attentional mechanism? Cognition, 60, 143-171.
100. Stouthamer-Loeber, M. (1991). Young children's verbal misrepresentations of reality. In K. J. Rotenberg (Ed.), Children's interpersonal trust: Sensitivity to lying, deception, and promise violations (pp. 20-42). New York: Springer-Verlag.
101. Strichartz, A. F., & Burton, R. V. (1990). Lies and truth: A study of the development of the concept. Child Development, 61, 211-220.
102. Suter, R. (1989). Interpreting Wittgenstein. Philadelphia: Temple Univ. Press.
103. Taylor, M., Cartwright, B. S., & Bowden, T. (1991). Perspective taking and theory of mind: Do children predict interpretive diversity as a function of differences in observers' knowledge? Child Development, 62, 1334-1351.
104. Taylor, M., Esbensen, B. M., & Bennett, R. T. (1994). Children's understanding of knowledge acquisition: The tendency for children to report that they have always known what they have just learned. Child Development, 65, 1581-1604.
105. Vygotsky, L. S. (1962). Mind in society. Cambridge, MA: Harvard Univ. Press.
106. Welch-Ross, M. K. (1995). Developmental changes in preschoolers' ability to distinguish memories of performed, pretended, and imagined actions. Cognitive Development, 10, 421-441.
107. Wellman, H. M. (1990). The child's theory of mind. Cambridge, MA: MIT Press/Bradford Books.
108. Wellman, H. M., & Estes, D. (1987). Children's early use of mental verbs and what they mean. Discourse Processes, 10, 141-156.
109. Wellman, H. M., & Johnson, C. N. (1979). Understanding of mental processes: A developmental study of "remember" and "forget." Child Development, 50, 79-88.
110. Wilkinson, K. M., Dube, W. V., & McIlvane, W. J. (1996). A crossdisciplinary perspective on studies of rapid word mapping in psycholinguistics and behavior analysis. Developmental Review, 16, 125-148.
111. Wimmer, H., Gruber, S., & Perner, J. (1984). Young children's conception of lying: Lexical realism - Moral subjectivism. Journal of Experimental Child Psychology, 37, 1-30.
112. Wimmer, H., & Hartl, M. (1991). Against the Cartesian view on mind: Young children's difficulty with own false beliefs. British Journal of Developmental Psychology, 9, 125-138.
113. Wimmer, H., & Weichbold, V. (1994). Children's theory of mind: Fodor's heuristics examined. Cognition, 53, 45-57.
114. Wittgenstein, L. (1953). Philosophical investigations. New York: Macmillan.
115. Wittgenstein, L. (1958). The blue and brown books. New York: Harper Row.
116. Wittgenstein, L. (1967). Zettel. Berkeley: Univ. of California Press.
117. Woolley, J. D. (1995). The fictional mind: Young children's understanding of imagination, pretense, and dreams. Developmental Review, 15, 172-211.
118. Woolley, J. D., & Wellman, H. M. (1993). Origin and truth: Young children's understanding of imaginary mental representations. Child Development, 64, 1-17.
119. Wright, C. (1989). Wittgenstein's later philosophy of mind: Sensation, privacy, and intention. The Journal of Philosophy, 86, 622-634.