Lawrence D. Roberts’s research while affiliated with State University of New York and other places

Abduction is reasoning which produces explanatory hypotheses. Models are one basis for such reasoning, and language use can function as a model. I treat children’s early use of mental verbs as a model for dealing with a problem from developmental psychology, namely, how children’s early non-referential use of mental verbs might give children an early grasp of the mental realm. The present paper asks what practical knowledge of mental actions accompanies children’s competent use of mental verbs. I begin with examples of non-referential verb uses and some theories from Diessel and Tomasello (Cognit Linguist 12:97–141, 2001) as bases for discussion. I argue that in using mental verbs non-referentially children understand several kinds of relations which people have to situations. Children learn how to use mental verbs to request someone to search for a situation in the past or in the physical surroundings; they learn to express hopes so as to affect their future; they learn to vouch strongly or weakly for the existence of a situation. In all of these cases it appears that the children’s main focus is on interactions with people, in which one person’s mental action in relation to a situation described in a COMP-clause is intended to have an effect on the other person. Children do not understand the nature or mechanisms of any of these mental actions, but instead focus on practical matters: how to use the verbs to perform certain actions in relation to other people and various situations. It appears that in these early uses children do not view mind as at all separate from the interactional and physical world.