The Interface of Language and Theory of Mind.

By J. de Villiers. 2007

368 citations recorded by the source corpus.

Subfields: Cultural Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology, Computational Linguistics & Semantics, Cognitive Science & Psychology

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In Developmental and Educational Psychology

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Citations in the corpus

Theory of Mind and Preference Learning at the Interface of Cognitive Science, Neuroscience, and AI: A Review (2022, methodology): “Assistance Games Hadfield-Menell et al. (2016) provide a formalization of the three principles above, in a setting including a human H and a robot R which tries to maximizeH’s objective (corresponding to principle 1 above), which only H knows, and for which R only has a probability distribution (pri”
A constructivist connectionist model of transitions on false-belief tasks. (2013, neutral): “…Leslie et al., 2004; Pellicano, 2007; Russell, 2007; Sabbagh, Xu, et al., 2006), understanding and using representations (e.g., Riggs et al., 1998; Roth & Leslie, 1998; Zaitchik, 1990), working memory (e.g., Gordon & Olson, 1998), or language (e.g., de Villiers, 2007; Lohmann & Tomasello, 2003).”
Few-shot Language Coordination by Modeling Theory of Mind (2021, result): “This is similar to the two-way interrelation between language and ToM in humans (De Villiers, 2007).”
Narrative production in monolingual and bilingual children with specific language impairment (2015, background): “So far, there is evidence showing a strong relationship between children’s mastery of the syntax of sentential complementation and their understanding of the mind of others (de Villiers, 2005, 2007).”
The Role of Language in Theory of Mind Development. (2014, background): “It can be argued (de Villiers, 2007) that the child can encounter this more readily in listening to false statements, which may be more obviously witnessed than false beliefs: John said that was his sandwich.”