ABSTRACT
By dividing reality into two parts, one can posit an external world of objects, actions, and events, and an internal world of feelings, desires, and judgmental attitudes toward these objects and events. Following an established tradition, these latter, inner, experiences can be referred to collectively as intentional states1 (Brentano, 1960; Feigl, 1958; Olson, in press; Searle, 1983), and children's understanding of these inner states can be called intrapersonal intelligence (Gardner, 1983). A diverse set of findings suggests that children's understanding of intentional states changes dramatically between the ages of 4 and 6 years, and that a further change takes place between the ages of 6 and 8. Consider the following evidence.
