In this article, we present evidence that in four different cultural groups that speak quite
different languages (Brazil, India, Japan, and the USA) there are cases of justified true …

Research on the capacity to understand others' minds has tended to focus on
representations of beliefs, which are widely taken to be among the most central and basic …

Attitude verbs, such as think, want, and know, describe internal mental states that leave few
cues as to their meanings in the physical world. Consequently, their acquisition requires …

Henry Wellman and colleagues have provided evidence of a robust developmental
progression in theory-of-mind (or as we will say,“mindreading”) abilities, using verbal tasks …

Much work on child sentence processing has demonstrated that children are able to use
various linguistic cues to incrementally resolve temporary syntactic ambiguities, but they fail …

How do children learn the meanings of propositional attitude verbs? We argue that children
use information contained in both syntactic distribution and pragmatic function to zero in on …

In the last 30 years, the key issue in developmental Theory of Mind has been if and when
children are capable of representing false beliefs. Moving away from this research question …

We argue that the traditional theory of mind models of social cognition face in-principle
problems in accounting for enculturation of social cognition, and offer an alternative model …

This study investigates three-year-olds' representations of the verbs think and know, in
attempt to assess their understanding of factivity. Know, being factive, is used in contexts …

In factive clausal embedding ([He knows [that it is warm outside]]), the embedded clause is
presupposed to be true. In non-factive embedding ([He thinks [that it is warm outside]]) there …