Marco Fenici Rühr Universität Bochum Embodied Language New College, Oxford, September 28 th, 2011

Embodied Cognition Theory of Mind Language

False Belief Test (Baron-Cohen, Leslie, & Frith, 1985)

Embodiment & late Social Understanding Embodied Mind Relevance of affective and effective systems Modal input ToM module (Baron-Cohen, 1994) Central cognition Amodal input

Study Age (mos) MethodTest Induced Belief Onishi & Baillargeon (2005) 15VoELCVisual Surian, Sperber, & Caldi (2007) 13VoELCVisual Southgate, Senju, & Csibra (2007) 25ALLCVisual Buttelmann, Carpenter, & Tomasello (2009) 18ARLCVisual Scott & Baillargeon (2009) 18VoEICVisual Song, Onishi, Baillargeon, & Fisher (2008) 18 VoE LC Commu- nication Song & Baillargeon (2008) 15VoEIC Visual/ deduction Träuble, Marinovic, & Pauen (2010) 15VoELC Visual/ Tactile Knudsen (sub.)12ARICTactile LC = Location Change IC = Identity Change AR = Active Reaction VoE = Violation of Expectancy AL = Anticipatory Looking

Embodiment & early Social Cognition Early social cognitive abilities Fast developping ToM module Specific neural system activated by Multimodal input amodal input

Embodied Cognition Theory of Mind Language

1. She said she found a monster under her chair, but [second picture] it was really the neighbors dog. What did she say? 2. He thought he found his ring, but [second picture] it was really a bottle cap. What did he think? Test for Complements (de Villiers & Pyers, 2002)

Embodiment & Syntax Acquisition Embodied Mind Relevance of affective and effective systems Modal input de Villiers Syntax as an autonomous representational level

Vygotsky Zone of Proximal Development Social Embedding Naïve Participation

(Wertsch, 1979)

Evidence Conversation involving mental discourse Frequency of mental terms Psychological discourse (Turnbull, Carpendale, & Racine, 2008) Quality of parental conversation Elabourative discourse (Ontai & Thompson, 2008) Connectedness (Ensor & Hughes, 2008) Syntax acquisition de Villiers & Pyers, 2002; de Villiers, 2005 Training studies (Hale & Tager-Flusberg, 2003) Comparative studies (Schick, de Villiers, de Villiers, & Hoffmeister, 2007) Prediction vs. Explanation Bartsch & Wellman (1989), Bartsch, Campbell, & Troseth (2007)

Future issues explanations vs. predictions Training studies Vygotskian studies

Summary

Embodied Mind Cognition = Action + Perception Enactivism Situated Mind Cognition = Mind + Environment Early Social Cognitive Abilities Mature Social Understanding

Thank you for your attention