Mindreading (also known as “theory of mind”, “folk psychology”, or “mentalizing”) refers to the cognitive capacity to attribute mental states to others, and to use these states to explain and predict their behavior. How do humans carry out this ability? Traditional philosophical theories claim that it involves either applying a science-like theory connecting mental states and behavior (“theory-theory”), or simulating the minds of others using our own cognitive machinery (“simulation-theory”). But these proposals, even if correct, left a lot of questions unanswered. What is the cognitive architecture of mindreading? What are its representational and processing characteristics? How do children acquire it?
The aim of our project was to examine alternative accounts that seek to answer these questions. Specifically, we focused on the Two Systems Account as developed by Ian Apperly and Colleagues (e.g., Apperly, 2010). It proposes that human beings have two relatively distinct systems for mindreading: an early-developing, implicit system that is cognitively efficient but limited and inflexible, and a late-developing, explicit system that is flexible but cognitively costly. Our efforts culminated in writing an article in which we introduce the two systems account to a philosophically minded audience, all the while making a systematic case for it. We argue that the account offers compelling answers to the questions posed above, and that recent attempts to criticize it (e.g., Carruthers, 2016) do not succeed.
Mindreading is a fascinating topic of research. This cognitive ability is at the very heart of what makes us human; most (if not all) social interactions proceed on the assumption that other people, like us, are psychological beings with a rich inner life. Moreover, due to its peculiarities, the topic can also serve as a window to understand how the mind works. Like other low-level cognitive processes, it seems to involve one or more cognitive modules that process information efficiently but in a limited fashion; however, like other high-level processes, it also involves domain-general inferential abilities that require cognitive effort (attention, working memory, etc.). Thus, the topic is a good starting point to pursue research in cognitive science.
Learning Objectives
- Get acquainted with the empirical literature on mindreading, with a focus on perspective difference paradigms – such as false belief tasks.
- Get acquainted with the philosophical literature on mindreading, with a focus on the debate between theory-theory and simulation theory.
- Examine the two systems account of mindreading (as well as other two systems theories of cognition).
- Learn essential research skills such as how to: appraise empirical evidence, identify problems in current theories, identify possible solutions; utilize scientific databases, conduct a literature review; collaborate with other researchers.
Highlights
- Reading Ian Apperly’s book Mindreaders.
- Reading Daniel Kahneman’s book Thinking: Fast and Slow.
- Reading Peter Carruthers’ article Two systems for mindreading?
- Collaborating with prof. Ian Gold and Fernanda Juárez on a paper.
- Exchanging emails with Ian Apperly to ask questions about his theory.
The biggest challenge I encountered was having to conduct a research project (and collaborate with others) while working from home. We solved this issue by meeting regularly on Zoom and exchanging messages whenever a problem came up. Besides this, I had some difficulties while writing the paper, such as experiencing writer’s block and feeling overwhelmed by the task, broadly speaking. Prof. Ian Gold provided me with valuable advice on how to deal with these problems, and eventually I was able to overcome them.
I intend to apply for a PhD in philosophy (more specifically, philosophy of mind), to start in September 2023. I am sure my experience in ARIA will be valuable in preparing me for this next phase of my life. It will be (I hope) a strong point in my application. I would like to thank once again prof. Ian Gold and Fernanda Juarez for their support and supervision throughout the project; my donors Anne Stein and Neal Merker for their amazing generosity; and the Arts Internship Office for providing me with the opportunity to conduct the project.
