What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality
Bibliographic Data
| ID | 23327119 |
|---|---|
| Authors | M Tomasello (0000-0002-1649-088X, Max Planck Institute for Evolutionary Anthropology, corresponding author), Hannes Rakoczy (0000-0003-3296-0551, Max Planck Institute for Evolutionary Anthropology, corresponding author) |
| Year | 2003 |
| Volume | 18 |
| Issue | 2 |
| Pages | 121-147 |
| Publication date | 2003-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Mind & Language (JOURNAL) |
| Journal identifiers | ISSN: 0268-1064 • E-ISSN: 1468-0017 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1468-0017.00217 |
| OpenAlex | W2148671670 |
| Language | EN |
| Citations received | 115 |
| References cited | 55 |
It is widely believed that what distinguishes the social cognition of humans from that of other animals is the belief–desire psychology of four–year–old children and adults (so–called theory of mind). We argue here that this is actually the second ontogenetic step in uniquely human social cognition. The first step is one year old children's understanding of persons as intentional agents, which enables skills of cultural learning and shared intentionality. This initial step is ‘the real thing’ in the sense that it enables young children to participate in cultural activities using shared, perspectival symbols with a conventional/normative/reflective dimension—for example, linguistic communication and pretend play—thus inaugurating children's understanding of things mental. Understanding beliefs and participating in collective intentionality at four years of age—enabling the comprehension of such things as money and marriage—results from several years of engagement with other persons in perspective–shifting and reflective discourse containing propositional attitude constructions.
Cognition · Cognitive psychology · Cognitive science · Comprehension · Empathy · Epistemology · Intentionality · Normative · Perspective (graphical) · Perspective-taking · Social cognition · Theory of mind · Child and Animal Learning Development · Language, Discourse, Communication Strategies · Psychology · Social Psychology · Social Representations and Identity
The Triggering Track-Ways Theory
Intencionalidade racionalizada
Conhecimento Prévio, Metacognição E Leitura – Como Os Alunos Acionam as Informações Nas Atividades Do Livro Didático
The Scope of Usage-Based Theory
Die Entwicklung des prosozialen Verhaltens in den ersten zwei Lebensjahren
Audience Research and the Museum Experience as Social Practice
Cultural inclusion, exclusion and the formative roles of museums
Joint Action and Development
The Evolutionary and Cultural Origins of Followers' Attraction to Leaders
Dyadic drumming across the lifespan reveals a zone of proximal development in children
The sources of normativity
Do complement clauses really support false-belief reasoning? A longitudinal study with English-speaking 2- to 3-year-olds
Joint attention, shared goals, and social bonding
Developing an understanding of normativity
The Conceptual Mind
Wirklichkeit oder Konstruktion?
Understanding and sharing intentions
Boundaries of the Mind
Biology and Culture
Intentionality in Language and Communication, Emergence of
Menschliche Aktorenschaft
The Symbolic Revolution
Political Animals and the Genealogy of the Polis
Socially Situated Cognition
Understanding the Higher-Order Approach to Consciousness
Cooperation and human cognition
Darwin's mistake
From Cognitive Load Theory to Collaborative Cognitive Load Theory
The Early Ontogeny of Social Norms
How children come to understand false beliefs
Aristotle on the Anthropological Difference and Animal Minds
Aristotle on Friendship and Being Human
Spot the Differences!
Aristotle’s Peculiarly Human Psychology
Speech and the Rational Soul
Aristotle on the Definition of What It Is to Be Human
Aristotle's Anthropology
Framing Joint Action
Play, games, and the development of collective intentionality
A Shared Intentionality Account of Uniquely Human Social Bonding
The Primate Origins of Human Social Cognition
The influence of language on the evolution of cooperation
The interplay between I and We intentionality
Die Generalisierung, Ausweitung und Rivalität sozialer Perspektiven. Zur Rekonstruktion und Aktualisierung von Meads Theorie der Normativität
The social roots of self development
A longitudinal study of early pretense
(Non-)conceptual representation of meaning in utterance comprehension
A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room
The Foundations of Culture and the Moments of Social Information
The Behavior of Information
Information, Entanglement, and Emergent Social Norms
Three Dimensions of the Sociality of Action
The function of myths about great leaders in human culture
Preschoolers’ cooperative problem solving
Co‐occupation
Relationaler und reduktiver Individualismus
Planning Imagination and the Future
Education and Autonomy
Worlds of the possible
Selfhood triumvirate
Rethinking the ontogeny of mindreading
The phenomenological underpinning of the notion of a minimal core self
The emergence of music from the Theory of Mind
Toward the search for the perfect blade runner
Redefining and Renewing Humanism in the Digital Age [Opinion]
Associations among play, gesture and early spoken language acquisition
Evolution and Ontogenesis
The cultural evolution of teaching
Collective Intentionality, Individualism, and the Place of Children in Social Theorizing
A theory and dynamic model of dyadic interaction
Getting Vygotskian about theory of mind
Mimesis and developing models of self and other
Cooperative breeding and human cognitive evolution
Commentary on ‘exaption and linguistic explanation’
Infants’ abilities to respond to cues for joint attention vary by family socioeconomic status
A Dharmakīrtian Model of Relevance Realization in Cognitive Agents
Collective Affordances
From I-Awareness to We-Awareness in CSCW
Treacherous Ground
Challenges Facing the Study of the Evolutionary Origins of Human Right-Handedness and Language
Impact of Joint Attention on Social‐communication Skills in Internationally Adopted Children
Simulation and the We-Mode. A Cognitive Account of Plural First Persons
Minimalism and Maximalism in the Study of Shared Intentional Action
A Naturalistic Argument for the Irreducibility of Collective Intentionality
A Critique of Searle’s Linguistic Exceptionalism
The Causal Autonomy of Reason Explanations and How Not to Worry about Causal Deviance
Intentional joint agency
Joint actions, commitments and the need to belong
Ascent routines for propositional attitudes
Joint attention to mental content and the social origin of reasoning
Copying actions and copying outcomes
The primary foundations of followership
Is There a Nonverbal Period of Development
The biology of the colonizing ape
Do your part
National construction and popular erasure in Colombia
Individualization Without Internalization
How young children use manifest emotions and dominance cues to understand social rules
The Ways of ‘Being’ and ‘Becoming’ Human
The Evolution of Complementary Cognition
Children Talk About The Mind
Primate cognition
Beyond Modularity
How Monkeys See the World
Rational imitation in preverbal infants
Cultural learning
Fourteen- through 18-month-old infants differentially imitate intentional and accidental actions
ToMM, ToBY, and Agency
Chimpanzees know what conspecifics do and do not see
Social Cognition, Joint Attention, and Communicative Competence from 9 to 15 Months of Age
Taking the intentional stance at 12 months of age
Theory of mind development and social understanding
Do chimpanzees know what conspecifics know?
Infants selectively encode the goal object of an actor's reach
Meta-Analysis of Theory-of-Mind Development
Reference
Learning to tell jokes
Early language development and the emergence of a theory of mind
A Comparison of the Gestural Communication of Apes and Human Infants
On the Construction of a Social Reality
The Cultural Origins of Human Cognition
Children's reading strategies, metacognition, and motivation*1
Individuals
The acquisition of finite complement clauses in English
Transactive discussions with peers and adults
A longitudinal study of the relation between language and theory-of-mind development
Understanding attention
Family talk about feeling states and children's later understanding of others' emotions
Understanding the intentions of others
From the Native's Point of View
| Unique citing works | 115 |
|---|---|
| Citations per year | 4,6 |
| Citation span | 2001 - 2026 (26) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 102 |