Acquiring a Theory of Mind - Chapter 11

KEY TERMS

• Autism

• Chronological Age (CA)

• Cognitive Development

• Collectivist Societies

• Competence

• Conceptual Shift

• Cross-Cultural Study

• Deceptive Box Task

• Down’s Syndrome

• Egocentric

• False Belief

• Hindsight Bias

• Hunter–Gatherer Tribe

• Individualistic Societies

• Instinct

• Intuitive Psychology

• Intelligence Quotient (IQ)

• Mental Age (MA)

• Metacognition

• Modularity

• Performance Limitations

• Representational Ability

• Unexpected Transfer Test

• Violation of Expectation (VoE)

• Wing’s Triad of Impairments

CHAPTER OUTLINE

INTRODUCTION

• Early attunement to others’ minds

• Focusing on false beliefs: The unexpected transfer test

WHEN DO CHILDREN BEGIN TO UNDERSTAND THAT PEOPLE HOLD BELIEFS?

DO CHILDREN ACQUIRE A THEORY OF MIND?

• The deceptive box test

IS THERE A DEVELOPMENTAL STAGE?

• The case for gradual change

• Do children suddenly begin giving correct judgments of false belief?

• Understanding the question asked

SIGNS OF COMPETENCE DURING INFANCY: CAN INFANTS UNDERSTAND FALSE BELIEF?

• Adults’ difficulty with false beliefs

FACTORS THAT INFLUENCE DEVELOPMENT

• Nature versus nurture

• Are we equipped with a dedicated module in the brain for understanding other minds?

• The role of the family: Siblings

• The role of the family: Adults

• The characteristics of the child

AUTISM

• Lack of imagination

• Socialisation and communication

• Causes of autism

• Failure to understand the mind

WHAT IS THE PURPOSE OF A THEORY OF MIND?

SUMMARY AND CONCLUSIONS

DISCUSSION POINTS

SUGGESTIONS FOR FURTHER READING

REFERENCES

INTRODUCTION

• Theory of Mind (ToM) describes the understanding that others hold beliefs, which can be incorrect (false beliefs).

• Important tests of ToM include:

  • Unexpected Transfer Test

  • Deceptive Box Task

• Children under about 4 years often fail these tasks.

• Some theorists suggest a conceptual shift occurs around age 4, while others believe children experience gradual change.

• Evidence shows infants may understand some aspects of false beliefs; adults also struggle with these concepts under certain conditions.

EARLY ATTUNEMENT TO OTHERS’ MINDS

• Developmentally, humans can connect with other minds early on. Parents notice unique traits in newborns.

• Infants showcase social skills, engaging in joint play and cooperation, indicating an awareness of others' needs and beliefs.

FALSE BELIEFS: UNEXPECTED TRANSFER TEST

• Focus on ignorance and false beliefs allows researchers to test ToM.

• True beliefs do not differentiate those who understand minds from those who do not.

• Example: Maxi scenario demonstrates how children can infer based on others' mistaken beliefs.

DEVELOPMENT OF CHILDREN'S UNDERSTANDING

• Piaget describes children under 7 as egocentric, lacking perspective taking.

• Wimmer & Perner (1983) found children around ages 4-5 start to grasp false beliefs.

• Developmental milestone observed; however, not all children pass consistently.

SIGNS OF COMPETENCE IN INFANCY

• Emergent abilities to recognize false beliefs potentially masked by testing methods.

• Studies show infants as young as 15 months may show understanding of false belief via looking time experiments.

INFLUENCING FACTORS IN DEVELOPMENT

• Interaction of nature and nurture is critical.

• Varied rates of ToM development across cultures, demonstrated by cross-cultural studies.

• Family dynamics impact ToM, particularly the presence of siblings and parental interaction styles.

AUTISM AND THEORY OF MIND

• Autism characterized by impairments in social behavior, communication, and imagination (Wing’s triad).

• Children with autism struggle with understanding false beliefs, impacting their social skills.

• Researchers note a genetic component and possible brain abnormalities leading to challenges in ToM.

THE PURPOSE OF A THEORY OF MIND

• Developing ToM has practical implications, allowing for empathetic interactions and broader understanding of social dynamics.

• Effective interpretation of others' feelings enables appropriate social responses.

SUMMARY AND CONCLUSIONS

• Children develop an understanding of mind through testing false beliefs; methodology and social context heavily influence outcomes.

• Findings suggest both innate and environmental factors shape the ability to comprehend others' beliefs.