ABSTRACT
For almost two decades, researchers in cognitive development have focused extraordinary attention on the problem identified as children's developing “theory of mind.” Central to this area of research are questions regarding children's understanding of self and others as “having” and acting on the basis of mental states such as desires, beliefs, and intentions. Developmental psychologists have asked, What are the processes by which young children come to understand people not just as actors, but as thinkers whose actions are affected by what they imagine or believe or know? An understanding of mental life is essential to the young child who seeks to make sense of her social world, and so it is not surprising that cognitive developmentalists have expended enormous effort exploring this topic. Its potential significance, though, extends far beyond their field.
