ABSTRACT
In order to relate the acquisition of pragmatics with the development of theory of mind abilities, the chapter addresses the question of how and when children develop theory of mind abilities. It explains how developmental studies have recently taken a radical turn, when a new set of findings has put into question the developmental milestones established based on results at the classical versions of the false-belief task. From a developmental perspective, the questions are when and how do children develop the ability to reason about other peoples' mental states. In sum, this body of literature indicates that children's understanding of false beliefs at the age of four builds upon a series of previous acquisitions of concepts such as goals, intentions, and desires. Saxe suggested that one of the possible ways to solve the puzzle of theory of mind development will come from studies of brain imagery.
