Understanding assertion: Lessons from the false belief task

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Understanding assertion: Lessons from the false belief task

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dc.contributor.author Shieber, Joseph
dc.date.accessioned 2009-04-10T00:27:37Z
dc.date.available 2009-04-10T00:27:37Z
dc.date.issued 2009
dc.identifier.citation Shieber, J. 2009. "Understanding assertion: Lessons from the false belief task." Language and Communication 29 (1): 47-60. en_US
dc.identifier.uri http://hdl.handle.net/10385/498
dc.description.abstract This paper uses recent research in developmental psychology regarding the acquisition of the concept of belief in young children to explore the contrast between a disposition-based account of the principles underlying linguistic communication and the representative and highly influential intention-based accounts of assertional practice advanced by David Lewis and Donald Davidson. Indeed, evidence from recent work in developmental psychology would seem to suggest that disposition-based accounts are not only possible accounts of the acquisition of competence in assertional practice, but are in fact better than their rivals in explaining the way such competence is actually acquired. en_US
dc.language.iso en_US en_US
dc.publisher Language and Communication en_US
dc.title Understanding assertion: Lessons from the false belief task en_US
dc.type Article en_US

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