Understanding others through primary interaction and narrative practice

By Shaun Gallagher, Daniel D. Hutto. 2008

439 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d3915bceb7f7759c84f26b2c0ed9466ce5a58db3

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Phenomenology and Psychopathology (2010, background): “Obviously, the interpretation of the results depends on how one conceives the role of narrative and context versus abstract mentalizing abilities in understanding others (Gallagher and Hutto 2008).”
Empathy, Simulation, and Narrative (2012, background): “Narrative may be involved in many of the false-belief tests given to three-to-five year olds, and narrative competency may be required to pass those tests, at least in the sense that the child has to be able to follow the narrative to understand the question (Gallagher and Hutto 2008).”
Enactive intersubjectivity: Participatory sense-making and mutual incorporation (2009, background): “…that disappear from view and reappear during interaction (peek-a-boo, hide and seek), i.e. games in which the child gradually learns about different perspectives and (3) from infants' growing familiarity with stories that include intentions and personal relations (Gallagher and Hutto 2008).”
Growing Up Green : Becoming an Agent of Care for the Natural World (2009, background): “Within this framework, Gallagher and Hutto (2009) note that another milestone occurs when children move from the”
Self–other contingencies: Enacting social perception (2009, background): “, that there is a lack of attention to the embodiment of social agents (Gallagher 2001; Stawarska 2006), a neglect of the interaction process (Gallagher and Hutto 2008; De Jaegher and Di Paolo 2007, 2008; De Jaegher 2009), that they are based on a stage conception of development, which is more simpl”
The Direct-Perception Model of Empathy: a Critique (2011, background): “Instead advocates of this model stress the role of “pragmatically contextualized comprehension” (Gallagher and Hutto 2008) in our everyday basic understanding of others’ goals and emotions: the pragmatic situations, social practices, and socially defined roles through which our interactions with…”
The phenomenology and development of social perspectives (2013, background): “Through listening to fairy tales and other stories, they are trained in grasping possible perspectives, social roles and typical narratives which they can use in direct social understanding as well as in imaginative projection outside of face-to-face interactions (Gallagher and Hutto 2008).”
Seeing mind in action (2012, background): “Recently, however, an alternative phenomenologically motived account of social cognition has emerged (Gallagher 2008; Gallagher and Hutto 2008; Gallagher and Zahavi 2008; see also Hobson 2008; Reddy 2008; Ratcliffe 2006).”
Seeing subjectivity: defending a perceptual account of other minds (2012, background): “Drawing upon the classical phenomenological discussions, a number of contemporary theorists have recently defended a similar DP view of social cognition (Gallagher 2008; Gallagher and Hutto 2008; Gallagher and Zahavi 2008; cf. Hobson 2008, Reddy 2008).”
Playing together without communicating? A pre-reflective and enactive account of joint musical performance (2015, background): “But under the enactive eye, coordination already constitutes mutual understanding (Gallagher & Hutto, 2008).”
Inference or interaction: social cognition without precursors (2008, background): “At that point I would not hesitate to say that we might then turn to other means (narrative practices first of all; see Gallagher and Hutto 2008; Hutto 2008a, 2008b; or even folk theoretical practices or simulation) to more deeply interpret the person.”