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Two systems of mind reading? A critical analysis of the two-systems theory

Gómez Tabares, Anyerson Stiths (2022) Two systems of mind reading? A critical analysis of the two-systems theory. THEORIA. An International Journal for Theory, History and Foundations of Science, 37 (3). pp. 331-355. ISSN 2171-679X

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Abstract

Apperly and Butterfill's (2009) hold that there are two cognitive mind-reading systems. System 1 (S1) is fast, automatic and inflexible, whereas system 2 (S2) is reflective, flexible and slow. This paper presents and discusses two central assumptions of this theory: the independence of S1 and S2 and the encapsulation of S1. It is argued that findings on longitudinal trajectories in infancy on the false belief test and visual perspective taking undermine the two-system theory in three respects: (1) S1 is not encapsulated, (2) S1 is not entirely automatic processing, and (3) S2 cognitive processes can be fast and efficient. The paper concludes that mindreading operates through different socio-cognitive processes that are gradually and continuously enriched during development, which eliminates the need for a two-system characterization.


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Item Type: Published Article or Volume
Creators:
CreatorsEmailORCID
Gómez Tabares, Anyerson Stithsanyeson.gomez@udea.edu.co0000-0001-7389-3178
Additional Information: ISSN: 0495-4548 (print)
Keywords: false believe, theory of mind, perspective taking, dual processing, children
Subjects: Specific Sciences > Cognitive Science > Concepts and Representations
Specific Sciences > Psychology > Developmental Psychology
Specific Sciences > Cognitive Science > Learning and Memory
Depositing User: Unnamed user with email theoria@ehu.es
Date Deposited: 06 Feb 2023 20:58
Last Modified: 06 Feb 2023 20:58
Item ID: 21730
Journal or Publication Title: THEORIA. An International Journal for Theory, History and Foundations of Science
Publisher: Euskal Herriko Unibertsitatea / Universidad del País Vasco
Official URL: https://ojs.ehu.eus/index.php/THEORIA/article/view...
DOI or Unique Handle: https://doi.org/10.1387/theoria.23235
Subjects: Specific Sciences > Cognitive Science > Concepts and Representations
Specific Sciences > Psychology > Developmental Psychology
Specific Sciences > Cognitive Science > Learning and Memory
Date: September 2022
Page Range: pp. 331-355
Volume: 37
Number: 3
ISSN: 2171-679X
URI: https://philsci-archive-dev.library.pitt.edu/id/eprint/21730

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