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dc.contributor.authorChilds, Carrie
dc.date.accessioned2016-07-06T13:08:44Z
dc.date.available2016-07-06T13:08:44Z
dc.date.issued2013-08
dc.identifier.citationFrom reading minds to social interaction: respecifying Theory of Mind 2013, 37 (1):103 Human Studiesen
dc.identifier.issn0163-8548
dc.identifier.issn1572-851X
dc.identifier.doi10.1007/s10746-013-9284-y
dc.identifier.urihttp://hdl.handle.net/10545/615631
dc.description.abstractThe aim of this paper is to show some of the limitations of the Theory of Mind approach to interaction compared to a conversation analytic alternative. In the former, mental state terms are examined as words that signify internal referents. This study examines children’s uses of ‘I want’ in situ. The data are taken from a corpus of family mealtimes. ‘I want’ constructions are shown to be interactionally occasioned. The analysis suggests that (a) a referential view of language does not adequately account for how mental state terms are used in talk, (b) the dominant methodology for examining children’s understanding of ‘desires’ is based on several problematic assumptions. It is concluded that participation in interaction is a social matter, a consideration that is obscured by Theory of Mind and its favoured methods.
dc.language.isoenen
dc.relation.urlhttp://link.springer.com/10.1007/s10746-013-9284-yen
dc.rightsArchived with thanks to Human Studiesen
dc.subjectTheory of Minden
dc.subjectDiscursive psychologyen
dc.titleFrom reading minds to social interaction: respecifying Theory of Minden
dc.typeArticleen
dc.contributor.departmentLoughborough Universityen
dc.identifier.journalHuman Studiesen
refterms.dateFOA2019-01-23T12:05:28Z
html.description.abstractThe aim of this paper is to show some of the limitations of the Theory of Mind approach to interaction compared to a conversation analytic alternative. In the former, mental state terms are examined as words that signify internal referents. This study examines children’s uses of ‘I want’ in situ. The data are taken from a corpus of family mealtimes. ‘I want’ constructions are shown to be interactionally occasioned. The analysis suggests that (a) a referential view of language does not adequately account for how mental state terms are used in talk, (b) the dominant methodology for examining children’s understanding of ‘desires’ is based on several problematic assumptions. It is concluded that participation in interaction is a social matter, a consideration that is obscured by Theory of Mind and its favoured methods.


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