Pretence, Social Cognition and Self-Knowledge in Autism

DC FieldValueLanguage
dc.contributor.authorVarga, Somogy
dc.date.accessioned2021-12-23T16:09:10Z-
dc.date.available2021-12-23T16:09:10Z-
dc.date.issued2011
dc.identifier.issn02544962
dc.identifier.urihttps://osnascholar.ub.uni-osnabrueck.de/handle/unios/8650-
dc.description.abstractThis article suggests that an account of pretence based on the idea of shared intentionality can be of help in understanding autism. In autism, there seems to be a strong link between being able to engage in pretend play, understanding the minds of others and having adequate access to own mental states. Since one of the first behavioral manifestations of autism is the lack of pretend play, it therefore seems natural to investigate pretence in order to identify the nature of the central impairment in question. In mainstream theories, this has been identified as an impaired `theory of mind module' or `mentalizing' capacities. This paper points to some difficulties encountered by such accounts and - by drawing on research by Tomasello and Rakoczy - seeks to develop an alternative account of pretence and social cognition. Copyright (C) 2010 S. Karger AG, Basel
dc.language.isoen
dc.publisherKARGER
dc.relation.ispartofPSYCHOPATHOLOGY
dc.subjectAutism
dc.subjectCOMPREHENSION
dc.subjectDEFICITS
dc.subjectLANGUAGE
dc.subjectMeta-representation
dc.subjectMIND
dc.subjectNORMAL-CHILDREN
dc.subjectPretence
dc.subjectPsychiatry
dc.subjectShared intentionality
dc.subjectSocial cognition
dc.subjectSYMBOLIC PLAY
dc.subjectTheory of mind
dc.subjectTOY-PLAY-BEHAVIOR
dc.titlePretence, Social Cognition and Self-Knowledge in Autism
dc.typejournal article
dc.identifier.doi10.1159/000317777
dc.identifier.isiISI:000284157300007
dc.description.volume44
dc.description.issue1
dc.description.startpage46
dc.description.endpage52
dc.contributor.orcid0000-0001-9383-7843
dc.identifier.eissn1423033X
dc.publisher.placeALLSCHWILERSTRASSE 10, CH-4009 BASEL, SWITZERLAND
dcterms.isPartOf.abbreviationPsychopathology
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