Adolph, K. E., Vereijken, B., & Shrout, P. E. (2003). What changes in infant walking and why. Child Development, 74, 474–497.
Apperly, I., & Butterfill, S. (2009). Do humans have two systems to track beliefs and belief-like states? Psychological Review, 116, 953–970.
Aschersleben, G., Hofer, T., & Jovanovic, B. (2008). The link between infant attention to goal-directed action and later theory of mind abilities. Developmental Science, 11, 862–868.
Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relationship between language and theory-of-mind development. Developmental Psychology, 35, 1311–1320.
Baillargeon, R., Scott, R. M., & Zijing, H. (2010). False-belief understanding in infants. Trends in Cognitive Science, 14(3), 110–118.
Barandiaran, X., & Moreno, A. (2008). Adaptivity: from metabolism to behavior. Adaptive Behavior, 16, 325–344.
Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme, 34, 174–183.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46.
Barandiaran, X., Di Paolo, E. A., & Rohde, M. (2009). Defining agency: Individuality, normativity, asymmetry, and spatio-temporality in action. Adaptive Behavior, 17(5), 367–386.
Bermúdez, J. L. (2003). The domain of folk psychology. In A. O’Hear (Ed.), Minds and Persons (pp. 25–48). Cambridge: Cambridge University Press.
Birch, S. A. J., & Bloom, P. (2007). The curse of knowledge in reasoning about false beliefs. Psychological Science, 18(5), 382–386.
Bloom, P., & German, T. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, B25–B31.
Boden, M. (2006). Mind as machine. Oxford: Oxford University Press.
Braddon-Mitchell, D., & Jackson, F. (2007). Philosophy of mind and cognition. Oxford: Blackwell.
Carlson, S., & Moses, L. (2001). Individual differences in inhibitory control and children’s theory of mind. Child Development, 72, 1032–1053.
Carlson, S., Moses, L., & Breton, C. (2002). How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory. Infant and Child Development, 11, 73–92.
Carpenter, M., Akhtar, N., & Tomasello, M. (1998). Fourteen- through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior & Development, 21, 315–330.
Chemero, A. (2009). Radical embodied cognition. Cambridge: MIT Press.
Clark, A. (1989). Microcognition: Philosophy, cognitive science, and parallel distributed processing. Cambridge: MIT Press.
Clark, A. (2001). Reasons, robots, and the extended mind. Mind and Language, 16, 121–133.
Clements, W. A., & Perner, J. (1994). Implicit understanding of belief. Cognitive Development, 9, 377–397.
Cole, K., & Mitchell, P. (2000). Siblings in the development of executive control and a theory-of-mind. British Journal of Developmental Psychology, 18, 279–295.
Csibra, G., & Southgate, V. (2006). Evidence for infants’ understanding of false beliefs should not be dismissed. Response to Ruffman and Perner. Trends in Cognitive Science, 10, 4–5.
Currie, G. (2008). Some ways to understand people. Philosophical Explorations 11(3), 211–218.
Currie, G., & Ravenscroft, I. (2002). Recreative minds: Imagination in philosophy and psychology. New York: Oxford University Press.
De Jaegher, H., & Di Paolo, E. (2007). Participatory sense-making: An enactive approach to social cognition. Phenomenology and the Cognitive Sciences, 6, 485–507.
De Jaegher, H., & Froese, T. (2009). On the role of social interaction in individual agency. Adaptive Behavior, 17, 444–460.
De Jaegher, H., Di Paolo, E. A., & Gallagher, S. (2010). Can social interaction constitute social cognition? Trends in Cognitive Sciences, 14, 441–447.
De Villiers, J., & De Villiers, P. (2000). Linguistic determinism and the understanding of false beliefs. In P. Mitchell & K. J. Riggs (Eds.), Children’s reasoning and the mind (pp. 191–228). Hove: Psychology Press.
Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Younblade, L. (1991). Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecendents. Child Development, 62, 1352–1366.
Farrar, M. J., & Maag, L. (2002). Early language development and the emergence of a theory of mind. First language, 22, 197–213.
Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly Journal of Developmental Psychology, 50, 274–290.
Fodor, J. (1992). A theory of the child’s theory of mind. Cognition, 44, 283–296.
Froese, T., & Di Paolo, E. A. (2009). Sociality and the life-mind continuity thesis. Phenomenology and the Cognitive Sciences, 8, 439–463.
Fuchs, T., & De Jaegher, H. (2009). Enactive intersubjectivity: Participatory sense-making and mutual incorporation. Phenomenology and the Cognitive Sciences, 8, 465–486.
Gale, E., deVilliers, P., deVilliers, J., & Pyers, J. (1996). Language and theory of mind in oral deaf children. Paper presented at the Boston University Conference on Language Development, Boston, MA.
Gallagher, S. (2001). The practice of mind: Theory, simulation, or interaction? Journal of Consciousness Studies, 8, 83–107.
Gallagher, S. (2004). Understanding interpersonal problems in autism: Interaction theory as an alternative to theory of mind. Philosophy, Psychiatry, and Psychology, 11, 199–217.
Gallagher, S. (2005). How the body shapes the mind. New York: Oxford University Press.
Gallagher, S. (2007). Simulation trouble. Social Neuroscience, 2, 353–365.
Gallagher, S. (2008). Are minimal representations still representations? International Journal of Philosophical Studies, 16, 351–369.
Gallagher, S., & Zahavi, D. (2008). The phenomenological mind: An introduction to philosophy of mind and cognitive science. London: Routledge.
Gallese, V. (2005). ‘Being like me’: Self-other identity, mirror neurons and empathy. In S. Hurley & N. Chater (Eds.), Perspectives on imitation: From cognitive neuroscience to social science: Mechanisms of imitation and imitation in animals (pp. 101–118). Cambridge: MIT Press.
Garzón, F. C. (2008). Towards a General Theory of Antirepresentationalism. The British Journal for the Philosophy of Science, 59, 259–292.
Godfrey-Smith, P. (2005). Folk psychology as a model. Philosopher's Imprint, 5, 1–16.
Goldman, A. (1989). Interpretation psychologized. Mind & Language, 4, 161–185.
Goldman, A. (2006). Simulating minds: The philosophy, psychology and neuroscience of mindreading. New York: Oxford University Press.
Gopnik, A., & Meltzoff, A. N. (1997). Words, thoughts, and theories. Cambridge: MIT Press.
Gordon, R. M. (1986). Folk psychology as simulation. Mind and Language, 1, 158–171.
Gordon, R. M. (2008). Beyond mindreading. Philosophical Explorations, 11(3), 219–222.
Hala, S., Hug, S., & Henderson, A. (2003). Executive functioning and false-belief understanding in preschool children: Two tasks are harder than one. Journal of Cognitive Development, 4, 275–298.
Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6, 346–359.
Heal, J. (1986). Replication and Functionalism. In J. Butterfield (Ed.), Language, mind, and logic. Cambridge: Cambridge University Press.
Herschbach, M. (2008). Folk psychological and phenomenological accounts of social perception. Philosophical Explorations, 11, 223–235.
Hodgkin, A. L., & Huxley, A. F. (1952). A quantitative description of membrane current and its application to conduction and excitation in nerve. The Journal of Physiology, 117, 500–544.
Hurley, S. (2008). The shared circuits model (SCM): How control, mirroring, and simulation can enable imitation, deliberation, and mindreading. The Behavioral and Brain Sciences, 31, 1–58.
Hutto, D. D. (2004). The limits of spectatorial folk psychology. Mind and Language, 19, 548–573.
Hutto, D. D. (2008). Folk psychological narratives: The sociocultural basis of understanding reasons. Cambridge: MIT Press.
Hutto, D. (2011). Elementary mind-minding enactivist style. In A. Seemann (Ed.)., Developments in Philosophy, Psychology, and Neuroscience. Cambridge: MIT Press.
Izhikevich, E. M. (2007). Dynamical Systems in neuroscience: The geometry of excitability and bursting. Cambridge: MIT Press.
Kovács, A., Teglas, E., & Endress, A. (2010). The social sense: Susceptibility to others’ beliefs in human infants and adults. Science, 330, 1830–1834.
Lakoff, G., & Johnston, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Leslie, A. M., Friedman, O., & German, T. P. (2004). Core mechanisms in “theory of mind”. Trends in Cognitive Sciences, 8, 528–533.
Leslie, A. M., German, T. P., & Polizzi, P. (2005). Belief-desire reasoning as a process of selection. Cognitive Psychology, 50, 45–85.
Lohmann, H., & Tomasello, M. (2003). The role of language in the development in false belief understanding: A training study. Child Development, 74, 1130–1144.
Maibom, H. (2003). The mindreader and the scientist. Mind and Language, 18, 296–315.
Maturana, H. R., & Varela, F. J. (1980). Autopoiesis and cognition: The realization of the living. Heidelberg: Springer.
Meltzoff, A. N. (1995). Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology, 31, 838–850.
Meltzoff, A. N., & Brooks, R. (2001). ‘Like me’ as a building block for understanding other minds: Bodily acts, attention, and intention. In B. F. Malle, L. J. Moses, & D. A. Baldwin (Eds.), Intentions and intentionality: Foundations of social cognition (pp. 171–191). Cambridge: MIT Press.
Mitchell, P. (1996). Acquiring a conception of mind. A review of psychological research and theory. Hove, E. Sussex: Psychology Press.
Moore, C., Pure, K., & Furrow, D. (1990). Children’s understanding of the modal expression of speakers certainty and uncertainty and its relation to the development of representational theory of mind. Child Development, 61, 722–730.
Nichols, S., & Stich, S. (2003). Mindreading. An integrated account of pretence, self-awareness, and understanding of other minds. Oxford: Clarendon.
Noë, A. (2004). Action in perception. Cambridge: MIT Press.
O’Regan, J. K., & Noë, A. (2001). A sensorimotor account of vision and visual consciousness. The Behavioral and Brain Sciences, 24, 939–973.
Onishi, K. H., & Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308, 255–258.
Perner, J., & Lang, B. (1999). Development of theory of mind and executive control. Trends in Cognitive Sciences, 3(9), 337–344.
Perner, J., Lang, B., & Kloo, D. (2002). Theory of Mind and Self Control: More than a common problem of inhibition. Child Development, 73, 752–767.
Perner, J., & Ruffman, T. (2005). Infant’s insight into the mind: How deep? Science, 308, 214–216.
Port, R. F., & Van Gelder, T. (1995). Mind as motion: Explorations in the dynamics of cognition. Cambridge: MIT Press.
Ratcliffe, M. (2006). ‘Folk psychology’ is not folk psychology. Phenomenology and the Cognitive Sciences, 5, 31–52.
Ratcliffe, M. (2007). Rethinking commonsense psychology: A critique of folk psychology, theory of mind and simulation. Basingstoke: Palgrave Macmillan.
Robbins, P., & Aydede, M. (2009). A short primer on situated cognition (pp. 3–10). Cambridge: Cambridge University Press.
Ruffman, T., Garnham, W., Import, A., & Connolly, D. (2001). Does Eye gaze indicate knowledge of false belief: Charting transitions in knowledge. Journal of Experimental Child Psychology, 80, 201–224.
Ruffman, T., & Perner, J. (2005). Do infants really understand false belief? Trends in Cognitive Sciences, 9(10), 462–463.
Rupert, R. (2009). Cognitive systems and the extended mind. New York: Oxford University Press.
Russell, J. (1996). Agency: Its role in mental development. Hove: Erlbaum.
Scott, R. M., & Baillargeon, R. (2009). Which penguin is this? Attributing false beliefs about identity at 18 months. Child Development, 80, 1172–1196.
Shannon, B. (1993). The representational and the presentational. London: Harvester Wheatsheaf.
Sirois, S., & Jackson, I. (2007). Social cognition in infancy: A critical review of research on higher order abilities. The European Journal of Developmental Psychology, 4, 46–64.
Smith, L. B., & Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive Science, 7, 343–348.
Sodian, B. (2005). Theory of mind. The case for conceptual development. In W. Schneider, R. Schumann-Hengsteler, & B. Sodian (Eds.), Young children’s cognitive development. Interrelationships among working memory, theory of mind, and executive functions (pp. 95–130). Hillsdale: Erlbaum.
Sodian, B. (2010). Theory of mind in infancy. Child Development Perspectives 4(3), 267–271.
Song, H., & Baillargeon, R. (2008). Infants’ reasoning about others’ false perceptions. Developmental Psycholology, 44(6), 1789–1795.
Southgate, V., Senju, A., & Csibra, G. (2007). Action anticipation through attribution of false belief by two-year-olds. Psychological Science, 18, 587–592.
Stewart, J., Gapenne, O., & Di Paolo, E. A. (2011). Enaction: Towards a new paradigm for cognitive science. Cambridge: MIT Press.
Spaulding, S. (2010). Embodied cognition and mindreading. Mind & Language, 25(1), 119–140.
Spivey, M. (2007). The continuity of mind. New York: Oxford University Press.
Surian, L., Caldi, S., & Sperber, D. (2007). Attribution of beliefs by 13-month-old infants. Psychological Science, 18(7), 580–586.
Thompson, E., & Stapleton, M. (2009). Making sense of sense-making: Reflections on enactive and extended mind theories. Topoi, 28, 23–30.
Thompson, E. (2005). Sensorimotor subjectivity and the enactive approach to experience. Phenomenology and the Cognitive Sciences, 4, 407–427.
Thompson, E. (2007). Mind in life: Biology, phenomenology, and the sciences of mind. Cambridge: Harvard University Press.
Torrance, S. (2006). In search of the enactive: Introduction to special issue on enactive experience. Phenomenology and the Cognitive Sciences, 4, 357–368.
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge: Harvard University Press.
Träuble, B., Marinovic, V., & Pauen, S. (2010). Early theory of mind competencies—Do infants understand others’ beliefs? Infancy, 15, 434–444.
Van Gelder, T. (1995). What might cognition be, if not computation? Journal of Philosophy, 92, 345–381.
Van Gelder, T. (1998). The dynamical hypothesis in cognitive science. The Behavioral and Brain Sciences, 21, 615–665.
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge: MIT Press.
Walter, S. (2010). Locked-in syndrome, BCI, and a confusion about embodied, embedded, extended, and enacted cognition. Neuroethics, 3, 61–72.
Watson, A., Painter, J., & Bornstein, M. (2002). Longitudinal relations between 2-year-olds’ language and 4-year-olds’ theory of mind. Journal of Cognition and Development, 2, 449–457.
Weber, A., & Varela, F. J. (2002). Life after Kant: Natural purposes and the autopoietic foundations of biological individuality. Phenomenology and the Cognitive Sciences, 1, 97–125.
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of Theory of Mind development: The truth about false-belief. Child Development, 72(3), 655–684.
Wellman, H. M. (2002). Understanding the psychological world: Developing a theory of mind. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 167–187). Oxford: Blackwell.
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128.