The DOI matches its Crossref record; 90 of the 92 references it cites were found in a registry or an index.
Pretense and representation: The origins of "theory of mind."
Abstract
One of the major developments of the second year of human life is the emergence of the ability to pretend. A child's knowledge of a real situation is apparently contradicted and distorted by pretense. If, as generally assumed, the child is just beginning to construct a system for internally representing such knowledge, why is this system of representation not undermined by its use in both comprehend ing and producing pretense? In this article I present a theoretical analysis of the representational mechanism underlying this ability. This mechanism extends the power of the infant's existing capac-ity for (primary) representation, creating a capacity for metarepresentation. It is this, developing toward the end of infancy, that underlies the child's new abilities to pretend and to understand pretense in others. There is a striking isomorphism between the three fundamental forms of pretend play and three crucial logical properties of mental stale expressions in language. This isomorphism points to a common underlying form of internal representation that is here called metarepresenta-tion. A performance model, the decoupler, is outlined embodying ideas about how an infant might compute the complex function postulated to underlie pretend play. This model also reveals pretense as an early manifestation of the ability to understand mental states. Aspects of later preschool development, both normal and abnormal, are discussed in the light of the new model. This
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“Moreover, more theoretically sophisticated accounts of pretense have tended to interpret pretend play as an epiphenomenon of other abilities, such as metarepresentation or theory of mind, rather than as an activity that could shape learning or development (Baron-Cohen, 1995;Currie, 1995;Leslie, 1987;Lillard, 2001;Nichols & Stich, 2000).”
From Pretense and possibility—A theoretical proposal about the effects of pretend play on development: Comment on Lillard et al. (2013). (2013) · cites this paper as Leslie, 1987
In the citing paper
“In PP, this primary representation (real‐world mental model) is raised to a second‐order representation or metarepresentation (mental model of the pretend world).”
From A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions (2023) · cites this paper as Leslie, 1987
In the citing paper
“Both PP and CFR theorists make clear that alternative representations are imaginary representations derived from real‐world premises.”
From A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions (2023) · cites this paper as Leslie (1987)
In the citing paper
“Childhood play also builds enduring intellectual resources by increasing levels of creativity (Sherrod & Singer, 1989), creating theory of mind (Leslie, 1987), and fueling brain development (Panksepp, 1998).”
From The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001) · cites this paper as Leslie, 1987
In the citing paper
“Being playful, for instance, can build physical resources (Boulton & Smith, 1992), social resources (Aron, Norman, Aron, McKenna, & Heyman, 2000;Lee, 1983), and intellectual resources (Leslie, 1987;Panksepp, 1998).”
From The Undoing Effect of Positive Emotions (2000) · cites this paper as Leslie, 1987
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Metadata
- Authors
- Leslie, A. M.
- Affiliations
- Medical Research Council (GB)
- Corresponding author
- Leslie, Alan M.
- ORCID
- Leslie, Alan M.
- Venue
- Psychological Review
- Published
- 1987-10
- Volume
- 94
- Issue
- 4
- Pages
- 412-426
- ISSN
- 0033-295X (ISSN-L)
- 1939-1471
- OpenAlex
- W2113669408
- Semantic Scholar
- 1aca0588fb5cf8d512548b4b15d48f1c9de2396d
- Cited by
- 3,379
- References
- 92
- Citations by year
- 2026: 65 · 2025: 92 · 2024: 105 · 2023: 80 · 2022: 110 · 2021: 116 · 2020: 153 · 2019: 110 · 2018: 89 · 2017: 65 · 2016: 86 · 2015: 107 · 2014: 99 · 2013: 142 · 2012: 123
- FWCI
- 36.65
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Arts and Humanities › Philosophy › Philosophy and Theoretical Science
- Social Sciences › Psychology › Social Psychology › Social Representations and Identity
- Keywords
- theory of mind, pretense, pretend play, metarepresentation, internal representations, infant cognitive development, preschool development, abnormal development
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