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More than a context for learning? The epistemic triangle and the dialogic mind

Published online by Cambridge University Press:  01 February 2004

Charles Fernyhough
Charles Fernyhough*
Affiliation:
Department of Psychology, University of Durham, Science Laboratories, Durham DH1 3LE, United Kingdom http://www.dur.ac.uk/c.p.fernyhough
*
c.p.fernyhough@durham.ac.uk
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Abstract:

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Theory-of-mind (TOM) competence is under-specified in Carpendale & Lewis's (C&L's) account. In the neo-Vygotskian alternative outlined below, TOM development is driven by the internalisation of dialogic exchanges which preserve the triadic intentional relations of interactions within the epistemic triangle. On this view, TOM competence stems from children's ability to operate flexibly with the multiple perspectives manifested in internalised dialogue.

Information

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 27 , Issue 1 , February 2004, pp. 104 - 105
Copyright
Copyright © Cambridge University Press 2004