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BEGIN:VEVENT
DTSTAMP:20260511T180312Z
DTSTART;VALUE=DATE-TIME:20201119T150000
DTEND;VALUE=DATE-TIME:20201119T170000
SUMMARY:Knowledge and Belief Seminar
TZID:Europe/London
UID:20201119-8a17841b727ec257017293ecda1257c1@warwick.ac.uk
CREATED:20201116T132850Z
DESCRIPTION:Guest Speaker: Rachel Dudley (CEU) Title\; 'The Pragmatics of
  Knowing' Abstract: "Children’s understanding of propositional attitude 
 reports (and their understanding of others’ minds) has played a central 
 role in the study of cognitive development for several decades. Over the
  years\, an orthodox perspective emerged whereby children fail to unders
 tand attitude reports\, with sources of difficulty being syntactic\, sem
 antic or even conceptual in nature. This orthodoxy has also been ported 
 over into other fields such as epistemology and philosophy of mind. Howe
 ver\, a wave of findings from new methods and analyses has cast this ort
 hodoxy into doubt. These new findings suggest that even infants have a g
 reater understanding of mental state concepts than we once suspected\, a
 nd that the apparent difficulties in later childhood stem from pragmatic
  sources. Resolving the conflict between these new findings and the orth
 odox perspective is critical to understanding the development of childre
 n’s minds and their language faculties\, but the debate is far from sett
 led. In this talk\, I’ll discuss my research on children’s understanding
  of the attitude verbs "know" and "think" and how it relates to the broa
 der conflict. While both verbs can be used to describe beliefs\, there a
 re subtle differences between them. As a factive verb\, "know" only feli
 citously describes true beliefs about propositions which we take for gra
 nted. In contrast\, the non-factive "think" can describe false beliefs o
 r beliefs which we do not take for granted. Using a combination of behav
 ioral methods and corpus analyses\, I investigate how children come to m
 aster this subtle contrast. Results from this line of research highlight
  the importance of pragmatic cues to the language acquisition process\, 
 particularly from the different kinds of discourse moves that adults mak
 e in everyday conversation (e.g.\, I think it's time for bed\, Do you kn
 ow where my keys are?). Results also suggest that we are sensitive to re
 lated pragmatic factors even much later in development. Ultimately\, thi
 s supports a broader picture where older children’s errors with attitude
  reports are pragmatic performance errors and not deeper conceptual or s
 emantic errors\, highlighting the need for more research on the interpla
 y between semantic and pragmatic development in early development."
LOCATION:By Zoom
CATEGORIES:Home Page,Warwick Mind & Action,Seminar,Postgraduate,Undergrad
 uate
LAST-MODIFIED:20201116T132850Z
ORGANIZER;CN=Clare Simpson:
END:VEVENT
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