Henry M. Wellman (wellman-hm)

Cited in the following articles

Contributions to Philosophie.ch

Bibliography

Bartsch, Karen and Wellman, Henry M. 1995. Children Talk About the Mind. Oxford: Oxford University Press, doi:10.1093/oso/9780195080056.001.0001.
Brink, Kimberly A. and Wellman, Henry M. 2019. “Technology as Teacher: How Children Learn from Social Robots.” in Varieties of Understanding. New Perspectives from Philosophy, Psychology, and Theology, edited by Stephen R. Grimm, pp. 139–166. Oxford: Oxford University Press, doi:10.1093/oso/9780190860974.001.0001.
Gopnik, Alison and Wellman, Henry M. 1995. “Why the Child’s Theory of Mind Really Is a Theory.” Mind and Language 10: 145–171. Reprinted in Davies and Stone (1995, 259–273).
Wellman, Henry M. 1990. The Child’s Theory of the Mind. Cambridge, Massachusetts: The MIT Press.
Wellman, Henry M. and Johnson, Carl N. 2008. “Developing Dualism: From Intuitive Understanding to Transcendental Ideas.” in Psycho-Physical Dualism Today. An Interdisciplinary Approach, edited by Alessandro Antonietti, Antonella Corradini, and Edward Jonathan Lowe, pp. 3–36. Lanham, Maryland: Lexington Books.
Wellman, Henry M. and Liu, David. 2007. “Causal Reasoning as Informed by the Early Development of Explanations.” in Causal Learning: Psychology, Philosophy and Computation, edited by Alison Gopnik and Laura Schulz, pp. 261–279. Oxford: Oxford University Press.

Further References

Davies, Martin Kinsey and Stone, Tony, eds. 1995. Mental Simulation: Evaluations and Applications. Oxford: Blackwell Publishers.