Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? The Child's Theory of Mind integrates the diverse strands of this rapidly expanding field of study. It charts children's knowledge about a fundamental topic - the mind - and characterizes that developing knowledge as a coherent commonsense theory, strongly advancing the understanding (...) of everyday theories as well as the commonsense theory of mind. Wellman presents evidence that children as young as age three do possess a commonsense theory of mind - that they grasp the distinction between mental constructs and physical entities and that they have an understanding of the relationship between individuals' mental states and their overt actions. He delves in detail into questions about the nature of adults' commonsense theories of mind and about the nature of commonsense theories. Wellman then examines the content of the three-year-old's theory of mind, the nature of children's notions of mind before age three, the changes in the theory during subsequent development from ages three to six, and the young child's conception of mind in comparison with those of older children and adults. Henry M. Wellman is a Professor in the Department of Psychology and the Center for Human Growth and Development at the University of Michigan at Ann Arbor. (shrink)

The theory of mind (ToM) deficit associated with autism spectrum disorder has been a central topic in the debate about the modularity of the mind. In a series of papers, Philip Gerrans and Valerie Stone argue that positing a ToM module does not best explain the deficits exhibited by individuals with autism (Gerrans 2002; Stone & Gerrans 2006a, 2006b; Gerrans & Stone 2008). In this paper, I first criticize Gerrans and Stone’s (2008) account. Second, I discuss various (...) studies of individuals with autism and argue that they are best explained by positing a higher-level, domain-specific ToM module. (shrink)

Both mindreading and stereotyping are forms of social cognition that play a pervasive role in our everyday lives, yet too little attention has been paid to the question of how these two processes are related. This paper offers a theory of the influence of stereotyping on mental-state attribution that draws on hierarchical predictive coding accounts of action prediction. It is argued that the key to understanding the relation between stereotyping and mindreading lies in the fact that stereotypes centrally involve (...) character-trait attributions, which play a systematic role in the action–prediction hierarchy. On this view, when we apply a stereotype to an individual, we rapidly attribute to her a cluster of generic character traits on the basis of her perceived social group membership. These traits are then used to make inferences about that individual’s likely beliefs and desires, which in turn inform inferences about her behavior. (shrink)

The study argues that linguistic/communication dysfunctions present in disorganized schizophrenia may stem, at least in part, from an impaired theory of mind. Using pragmatics and systemic linguistic theory, the study examined speech samples of two disorganized schizophrenic patients and attempted to determine if their communicative failures are because they lack theory of mind in the sense that they do not take into account the interlocutor's mind, i.e., the interlocutor's intentions, dispositions, and knowledge; or because (...) they have a hyper-theory of mind through which they over-attribute mental states to their interlocutor, i.e., assume that their interlocutor has access to their intentions, dispositions, and knowledge. The study indicates that disorganized schizophrenics are unlikely to be characterized as lacking a theory of mind; rather they seem to have a hyper-theory of mind, to which the psychopathological symptoms of hallucinations, delusions of reference and incoherent speech can be attributed. (shrink)

The theory of mind (ToM) framework has been criticised by emerging alternative accounts. Each alternative begins with the accusation that ToM's validity as a research paradigm rests on the assumption of the ‘unobservability’ of other minds. We argue that the critics' discussion of the unobservability assumption (UA) targets a straw man. We discuss metaphysical, phenomenological, epistemological, and psychological readings of UA and demonstrate that it is not the case that ToM assumes the metaphysical, phenomenological, or epistemological claims. However, (...) ToM supports the psychological UA as a claim about cognitive processes responsible for mindreading. The latter can be interpreted as a claim that (a) neither the other's ‘mindedness’ in general nor the other's particular mental states are observable (i.e. apprehended perceptually); (b) particular mental states are unobservable, whereas some aspects indicative of ‘mindedness’ are observable; (c) some mental states are unobservable but some are also observable. Whereas the critics tend to attribute (a) to ToM, most ToM accounts actually take positions (b) or (c). We conclude that the allegations against ToM for positing UA are seriously misdirected. We further bring out an important stipulation of any account of observability of mental states: mental states are not observable in the same way as the sensory properties of physical objects. (shrink)

The "theory of mind" framework has been the fastest growing body of empirical research in contemporary psychology. It has given rise to a range of positions on what it takes to relate to others as intentional beings. This book brings together disparate strands of ToM research, lays out historical roots of the idea, and indicates better alternatives.

The study argues that linguistic/communication dysfunctions present in disorganized schizophrenia may stem, at least in part, from an impaired theory of mind. Using pragmatics and systemic linguistic theory, the study examined speech samples of two disorganized schizophrenic patients and attempted to determine if their communicative failures are because they lack theory of mind in the sense that they do not take into account the interlocutor's mind, i.e., the interlocutor's intentions, dispositions, and knowledge; or because (...) they have a hyper-theory of mind through which they over-attribute mental states to their interlocutor, i.e., assume that their interlocutor has access to their intentions, dispositions, and knowledge. The study indicates that disorganized schizophrenics are unlikely to be characterized as lacking a theory of mind; rather they seem to have a hyper-theory of mind, to which the psychopathological symptoms of hallucinations, delusions of reference and incoherent speech can be attributed. (shrink)

: I respond to an argument presented by Daniel Povinelli and Jennifer Vonk that the current generation of experiments on chimpanzee theory of mind cannot decide whether chimpanzees have the ability to reason about mental states. I argue that Povinelli and Vonk's proposed experiment is subject to their own criticisms and that there should be a more radical shift away from experiments that ask subjects to predict behavior. Further, I argue that Povinelli and Vonk's theoretical commitments should lead (...) them to accept this new approach, and that experiments which offer subjects the opportunity to look for explanations for anomalous behavior should be explored. (shrink)

Whether to treat autism as exculpatory in any given circumstance appears to be influenced both by models of autism and by theories of moral responsibility. This article looks at one particular combination of theories: autism as theory of mind challenges and moral responsibility as requiring appropriate experience of the reactive attitudes. In pursuing this particular combination of ideas, we do not intend to endorse them. Our goal is, instead, to explore the implications of this combination of especially prominent (...) ideas about autism and about moral responsibility. These implications can be quite serious and practical for autists and those who interact directly with autists, as well as for broader communities as they attend to the fair, compassionate, and respectful treatment of increasing numbers of autistic adults. We find that these theories point to a limited range of situations in which autists should not be blamed for transgressive actions for which neurotypical individuals should be blamed. We build on what others have written on these issues by bringing in a recent cognitive model of the role theory of mind plays in empathy, by discussing the social implications of the theoretical findings, and by raising questions about the compatibility of reactive attitude theories of moral responsibility with the neurodiversity approach to autism. (shrink)

Whether any non-human animal can attribute mental states to others remains the subject of extensive debate. This despite the fact that several species have behaved as if they have a ‘theory of mind’ in various behavioral tasks. In this paper, we review the reasons of skeptics for their doubts: That existing experimental setups cannot distinguish between ‘mind readers’ and ‘behavior readers’, that results that seem to indicate ‘theory of mind’ may come from studies that are (...) insufficiently controlled, and that our own intuitive biases may lead us to interpret behavior more ‘cognitively’ than is necessary. The merits of each claim and suggested solution are weighed. The conclusion is that while it is true that existing setups cannot conclusively demonstrate ‘theory of mind’ in non-human animals, focusing on this fact is unlikely to be productive. Instead, the more interesting question is how sophisticated their social reasoning can be, whether it is about ‘unobservable inner experiences’ or not. Therefore, it is important to address concerns about the setup and interpretation of specific experiments. To alleviate the impact of intuitive biases, various strategies have been proposed in the literature. These include a deeper understanding of associative learning, a better knowledge of the limited ‘theory of mind’ humans actually use, and thinking of animal cognition in an embodied, embedded way; that is, being aware that constraints outside of the brain, and outside of the body, may naturally predispose individuals to produce behavior that looks smart without requiring complex cognition. To enable this kind of thinking, a powerful methodological tool is advocated: Computational modeling, namely agent-based modeling and, particularly, cognitive modeling. By explicitly simulating the rules and representations that underlie animal performance on specific tasks, it becomes much easier to look past one’s own biases and to see what cognitive processes might actually be occurring. (shrink)

The theory of mind (ToM) deficit associated with autism has been a central topic in the debate about the modularity of the mind. Most involved in the debate about the explanation of the ToM deficit have failed to notice that autism’s status as a spectrum disorder has implications about which explanation is more plausible. In this paper, I argue that the shift from viewing autism as a unified syndrome to a spectrum disorder increases the plausibility of the (...) explanation of the ToM deficit that appeals to a domain-specific, higher-level ToM module. First, I discuss what it means to consider autism as a spectrum rather than as a unified disorder. Second, I argue for the plausibility of the modular explanation on the basis that autism is better considered as a spectrum disorder. Third, I respond to a potential challenge to my account from Philip Gerrans and Valerie Stone’s recent work (Gerrans, Biol Philos 17:305–321, 2002; Stone and Gerrans, Trends Cogn Sci 10:3–4, 2006a; Soc Neurosci 1:309–319, 2006b; Gerrans and Stone, Br J Philos Sci 59:121–141, 2008). (shrink)

Since the BBS article in which Premack and Woodruff (1978) asked “Does the chimpanzee have a theory of mind?,” it has been repeatedly claimed that there is observational and experimental evidence that apes have mental state concepts, such as “want” and “know.” Unlike research on the development of theory of mind in childhood, however, no substantial progress has been made through this work with nonhuman primates. A survey of empirical studies of imitation, self-recognition, social relationships, deception, (...) role-taking, and perspective-taking suggests that in every case where nonhuman primate behavior has been interpreted as a sign of theory of mind, it could instead have occurred by chance or as a product of nonmentalistic processes such as associative learning or inferences based on nonmental categories. Arguments to the effect that, in spite of this, the theory of mind hypothesis should be accepted because it is more parsimonious than alternatives or because it is supported by convergent evidence are not compelling. Such arguments are based on unsupportable assumptions about the role of parsimony in science and either ignore the requirement that convergent evidence proceed from independent assumptions, or fail to show that it supports the theory of mind hypothesis over nonmentalist alternatives. Progress in research on theory of mind requires experimental procedures that can distinguish the theory of mind hypothesis from nonmentalist alternatives. A procedure that may have this potential is proposed. It uses conditional discrimination training and transfer tests to determine whether chimpanzees have the concept “see.” Commentators are invited to identify flaws in the procedure and to suggest alternatives. Key Words: apes; associative learning; concepts; convergence; deception; evolution of intelligence; folk psychology; imitation; mental state attribution; monkeys; parsimony; perspective-taking; primates; role-taking; self-recognition; social cognition; social intelligence; theory of mind. (shrink)

A major challenge for research in artificial intelligence is to develop systems that can infer the goals, beliefs, and intentions of others (i.e., systems that have theory of mind, ToM). In this research, we propose a cognitive ToM framework that uses a well-known theory of decisions from experience to construct a computational representation of ToM. Instance-based learning theory (IBLT) is used to construct a cognitive model that generates ToM from the observation of other agents' behavior. The (...) IBL model of the observer distinguishes itself from previous models of ToM that make unreasonable assumptions about human cognition, are hand-crafted for particular settings, complex, or unable to explain a cognitive development of ToM compared to human's ToM. The IBL model learns from the observation of goal-directed agents' behavior in a gridworld navigation task, and it infers and predicts the behaviors of the agents in new gridworlds across different degrees of decision complexity in similar ways to the way human observers do. We provide evidence for the alignment of the IBL observer's predictions under various levels of decision complexity. We also advance the demonstration of the IBL predictions using a classic test of false beliefs (the Sally–Anne test), which is commonly used to test ToM in humans. We discuss our results and the potential of the IBL observer model to improve human–machine interactions. (shrink)

Whether any non-human animal can attribute mental states to others remains the subject of extensive debate. This despite the fact that several species have behaved as if they have a ‘theory of mind’ in various behavioral tasks. In this paper, we review the reasons of skeptics for their doubts: That existing experimental setups cannot distinguish between ‘mind readers’ and ‘behavior readers’, that results that seem to indicate ‘theory of mind’ may come from studies that are (...) insufficiently controlled, and that our own intuitive biases may lead us to interpret behavior more ‘cognitively’ than is necessary. The merits of each claim and suggested solution are weighed. The conclusion is that while it is true that existing setups cannot conclusively demonstrate ‘theory of mind’ in non-human animals, focusing on this fact is unlikely to be productive. Instead, the more interesting question is how sophisticated their social reasoning can be, whether it is about ‘unobservable inner experiences’ or not. Therefore, it is important to address concerns about the setup and interpretation of specific experiments. To alleviate the impact of intuitive biases, various strategies have been proposed in the literature. These include a deeper understanding of associative learning, a better knowledge of the limited ‘theory of mind’ humans actually use, and thinking of animal cognition in an embodied, embedded way; that is, being aware that constraints outside of the brain, and outside of the body, may naturally predispose individuals to produce behavior that looks smart without requiring complex cognition. To enable this kind of thinking, a powerful methodological tool is advocated: Computational modeling, namely agent-based modeling and, particularly, cognitive modeling. By explicitly simulating the rules and representations that underlie animal performance on specific tasks, it becomes much easier to look past one’s own biases and to see what cognitive processes might actually be occurring. (shrink)

The human ability to represent, conceptualize, and reason about mind and behavior is one of the greatest achievements of human evolution and is made possible by a “folk theory of mind” — a sophisticated conceptual framework that relates different mental states to each other and connects them to behavior. This chapter examines the nature and elements of this framework and its central functions for social cognition. As a conceptual framework, the folk theory of mind operates (...) prior to any particular conscious or unconscious cognition and provides the “framing” or interpretation of that cognition. Central to this framing is the concept of intentionality, which distinguishes intentional action (caused by the agent’s intention and decision) from unintentional behavior (caused by internal or external events without the intervention of the agent’s decision). A second important distinction separates publicly observable from publicly unobservable (i.e., mental) events. Together, the two distinctions define the kinds of events in social interaction that people attend to, wonder about, and try to explain. A special focus of this chapter is the powerful tool of behavior explanation, which relies on the folk theory of mind but is also intimately tied to social demands and to the perceiver’s social goals. A full understanding of social cognition must consider the folk theory of mind as the conceptual underpinning of all (conscious and unconscious) perception and thinking about the social world. (shrink)

I respond to an argument presented by Daniel Povinelli and Jennifer Vonk that the current generation of experiments on chimpanzee theory of mind cannot decide whether chimpanzees have the ability to reason about mental states. I argue that Povinelli and Vonk’s proposed experiment is subject to their own criticisms and that there should be a more radical shift away from experiments that ask subjects to predict behavior. Further, I argue that Povinelli and Vonk’s theoretical commitments should lead them (...) to accept this new approach, and that experiments which offer subjects the opportunity to look for explanations for anomalous behavior should be explored. (shrink)

Theory of mind” consists in the ability to use concepts of intentional mental states, such as beliefs, emotions, intentions, goals, and perceptual states, in order to predict and interpret behavior. Functional magnetic resonance imaging studies have revealed a distinctive network of neural regions that is active during theory-of-mind tasks, including the temporal-parietal junction, the posterior superior temporal sulcus, the medial prefrontal cortex, the precuneus, and the temporal poles (Van Overwalle 2009). Deficits in theory-of-mind abilities, (...) which are common in autism spectrum disorder (Tager-Flusberg 2007), typically correlate with broader difficulties in social understanding. -/- Many scholars have suggested that theory of mind is an innate adaptation for social cognition, emerging very early in development and playing a crucial role in social learning and the acquisition of language (Baron-Cohen 1997). However, others have argued that theory of mind is the product of largely domain-general learning processes and is acquired gradually over the course development through social experience (Wellman 2014). A third view argues that humans possess two systems for theory of mind: an innate, domain-specific “implicit” system and a learned, domain-general “explicit” system (Apperly and Butterfill 2009). (shrink)

Patients suffering from schizophrenia have an impaired meta-representation also known as Theory of Mind . Moreover, the presence of delusions or other positive symptoms of schizophrenia has been correlated to poor ToM performances. Lack of insight is a common symptom of schizophrenia and can be considered a critical manifestation of impaired ToM abilities. In particular, the present study addresses the role of perspective ToM ability in schizophrenic patients. Thirty severely delusional schizophrenic patients completely lack insight when interviewed about (...) their delusions. Seven subsequently gain insight about their mental state when perspective is shifted from the first person to third person. These data suggest that in some delusional schizophrenic patients, it may be possible to gain access to and modify their mental states. (shrink)

Theory of Mind (ToM) is one of the most relevant concepts in the field of social cognition, particularly in the case of Autism Spectrum Disorders (ASD). Literature showing that individuals with ASD display deficits in ToM is extensive and robust. However, some related issues deserve more research: the heterogeneous profile of ToM abilities in children with ASD and the association between different levels of ToM development and social, pragmatic, and adaptive behaviors in everyday life. The first objective of (...) this study was to identify profiles of children with ASD without intellectual disability (ID), based on explicit and applied ToM knowledge, and compare these profiles with a group of children with typical development (TD). A second objective was to determine differences in symptom severity, adaptive/social behavior, and pragmatic abilities between the profiles identified. Fifty-two children with a clinical diagnosis of ASD without ID and 37 children with TD performed neuropsychological ToM tasks and two vocabulary and memory tests. In addition, all of their mothers completed different questionnaires about applied ToM abilities, severity of ASD symptoms, adaptive/social skills, and pragmatic competence. Two subgroups were identified in the cluster analysis carried out with explicit and applied ToM indicators. The “Lower ToM abilities” profile obtained significantly lower scores than the “Higher ToM abilities” profile on all the ToM measures. Furthermore, the analysis of covariance, controlling for vocabulary and working memory (ANCOVAs), showed statistically significant differences in applied ToM abilities between the two groups of children with ASD without ID and the group with TD. However, only the group with “Higher ToM abilities” achieved similar performance to the TD group on the verbal task of explicit ToM knowledge. Finally, the “Lower ToM abilities” cluster obtained significantly higher scores on autism symptoms (social and communication domains) and lower scores on adaptive behavior and pragmatic skills than the cluster with “Higher ToM abilities”. Taken together, these findings have implications for understanding the heterogeneity in ToM skills in children with ASD without ID, and their differential impact on social, communicative, and adaptive behaviors. (shrink)

Autism and schizophrenia are presented as the extremes of disorders affecting the social brain. By viewing human cognition impairment in terms of competence and performance, a variety of social brain disorders can be identified along the autistic-psychotic continuum.

Minimal theory of mind is presented in the theory of mind literature as a middle ground between full-blown ToM and mere behavior-reading. Minimal ToM seems to be a useful construct for studying and understanding the minds of nonhuman animals and infants. However, providing an account of minimal ToM on which minimal mindreading is significantly less demanding than full-blown mindreading yet more than just a behavior-reading process is a challenge. In this paper, I argue that to address (...) this challenge, we need to depart from the traditional framework of mindreading in more radical ways than offered by current minimal theory of mind accounts. First, I explain the traditional view of mindreading on which mental state attribution is treated as essential for mindreading and analyze the general respects in which it makes mindreading demanding for the mindreader, such as requiring the mindreader to have concepts of mental states, engage in inferential reasoning processes involving mental states, and form meta-representations. Then I discuss and critically evaluate two accounts of minimal ToM and argue that these accounts either do not depart sufficiently from the demanding requirements of traditional mindreading or risk becoming re-descriptions of behavior-reading accounts. Finally, I present an alternative Millikanian account of minimal ToM that avoids this risk while departing more radically from the traditional view of mindreading by providing a way for minimal mindreaders to represent the mental states of others and respond to them without engaging in conceptual mental state attribution. (shrink)

Intended for introductory classes focusing on philosophy of mind, 'Theories of Mind' includes readings from primary sources, edited to suit the needs of the beginner. Selections focus on vivid examples and counterexamples, and give instructors concerned with assigning accessible primary source material a foundation for more advanced studies in philosophy. Selections from David Armstrong, Ned Block, David Chalmers, Patricia Churchland, Paul Churchland, Andy Clark, Daniel C. Dennett, René Descartes, Jerry A. Fodor, Keith Gunderson, Frank Jackson, David Lewis, Barbara (...) Montero, Thomas Nagel, Gilbert Ryle, John Searle, J. J. C. Smart, and Alan M. Turing are included. (shrink)

A number of cognitive and behavioral variables influence the performance in tasks of theory of mind (ToM). Since two of the most important variables, memory and explicit expression, are impaired in schizophrenic patients, the ToM appears inconsistent in these patients. An ideal instrument of ToM should therefore account for deficient memory and impaired ability of these patients to explicitly express intentions. If such an instrument is developed, it should provide information that can be used not only to understand (...) the pathophysiology but also to monitor patients. (shrink)

An extremely brief (3 page) review of recent work on the ways in which people's moral judgments can influence their use of folk-psychological concepts.

In Mindblindness, Simon Baron-Cohen presents a model of the evolution and development of "mindreading." He argues that we mindread all the time, effortlessly, automatically, and mostly unconsciously. It is the natural way in which we interpret, predict, and participate in social behavior and communication. We ascribe mental states to people: states such as thoughts, desires, knowledge, and intentions. Building on many years of research, Baron-Cohen concludes that children with autism, suffer from "mindblindness" as a result of a selective impairment in (...) mindreading. For these children, the world is essentially devoid of mental things. Baron-Cohen develops a theory that draws on data from comparative psychology, from developmental, and from neuropsychology. He argues that specific neurocognitive mechanisms have evolved that allow us to mindread, to make sense of actions, to interpret gazes as meaningful, and to decode "the language of the eyes." A Bradford Book. (shrink)

ABSTRACTThe recognition of emotional facial expressions is often subject to contextual influence, particularly when the face and the context convey similar emotions. We investigated whether spontaneous, incidental affective theory of mind inferences made while reading vignettes describing social situations would produce context effects on the identification of same-valenced emotions as well as differently-valenced emotions conveyed by subsequently presented faces. Crucially, we found an effect of context on reaction times in both experiments while, in line with previous work, we (...) found evidence for a context effect on accuracy only in Experiment 1. This demonstrates that affective theory of mind inferences made at the pragmatic level of a text can automatically, contextually influence the perceptual processing of emotional facial expressions in a separate task even when those emotions are of a distinctive valence. Thus, our novel findings suggest that language acts as a contex... (shrink)

The original publication can be found at www.springerlink.com.

We explored the frequency with which typical adults make Theory of Mind attributions, and under what circumstances these attributions occur. We used an experience sampling method to query 30 typical adults about their everyday thoughts. Participants carried a Personal Data Assistant that prompted them to categorize their thoughts as Action, Mental State, or Miscellaneous at approximately 30 pseudo-random times during a continuous 10-h period. Additionally, participants noted the direction of their thought and degree of socializing at the time (...) of inquiry. We were interested in the relative frequency of ToM and how prominent they were in immediate social exchanges. Analyses of multiple choice answers suggest that typical adults: spend more time thinking about actions than mental states and miscellaneous things, exhibit a higher degree of own- versus other-directed thought when alone, and make mental state attributions more frequently when not interacting than while interacting with others . A significant 3-way interaction between thought type, direction of thought, and socializing emerged because action but not mental state thoughts about others occurred more frequently when participants were interacting with people versus when alone; whereas there was an increase in the frequency of both action and mental state attributions about the self when participants were alone as opposed to socializing. A secondary analysis of coded free text responses supports findings 1–3. The results of this study help to create a more naturalistic picture of ToM use in everyday life and the method shows promise for future study of typical and atypical thought processes. (shrink)

The cognitive basis of utterance interpretation is an area that continues to provoke intense theoretical debate among pragmatists. That utterance interpretation involves some type of mind-reading or theory of mind (ToM) is indisputable. However, theorists are divided on the exact nature of this ToM-based mechanism. In this paper, it is argued that the only type of ToM-based mechanism that can adequately represent the cognitive basis of utterance interpretation is one which reflects the rational, intentional, holistic character of (...) interpretation. Such a ToM-based mechanism is supported on conceptual and empirical grounds. Empirical support for this view derives from the study of children and adults with pragmatic disorders. Specifically, three types of clinical case are considered. In the first case, evidence is advanced which indicates that individuals with pragmatic disorders exhibit deficits in reasoning and the use of inferences. These deficits compromise the ability of children and adults with pragmatic disorders to comply with the rational dimension of utterance interpretation. In the second case, evidence is presented which suggests that subjects with pragmatic disorders struggle with the intentional dimension of utterance interpretation. This dimension extends beyond the recognition of communicative intentions to include the attribution of a range of cognitive and affective mental states that play a role in utterance interpretation. In the third case, evidence is presented that children and adults with pragmatic disorders struggle with the holistic character of utterance interpretation. This serves to distort the contexts in which utterances are processed for their implicated meanings. The paper concludes with some thoughts about the role of theorizing in relation to utterance interpretation. (shrink)

Theory of mind is a key consideration in autism spectrum conditions and is frequently associated with social, emotional, behavioural and mental health difficulties. The latest practical workbook in the Talkabout series, this book is designed to support those for whom theory of mind does not come naturally. It teaches strategies that can be used to identify others' thoughts and feelings based on their behaviour, as well as how to adapt behaviour in order to competently manage social (...) situations and have positive interactions. With fully illustrated activities covering topics such as thoughts, feelings and actions, knowledge and beliefs, and respect, the programme outlined in this book can be used with children and young people to develop and confidently implement an awareness of theory of mind. Key features include: Assessments, targets, lesson plans and over ninety activities to support theory of mind Structured activities which progress from simple concepts to more complex skills Opportunities for skills to be practiced and recapped Fully photocopiable and downloadable resources Packed full of flexible activities to suit different levels and ages, this is a vital resource for educators and therapists looking to support children and young people with poor theory of mind as they develop the skills necessary to create positive interactions. (shrink)

Henry Wellman and colleagues have provided evidence of a robust developmental progression in theory-of-mind (or as we will say, “mindreading”) abilities, using verbal tasks. Understanding diverse desires is said to be easier than understanding diverse beliefs, which is easier than understanding that lack of perceptual access issues in ignorance, which is easier than understanding false belief, which is easier than understanding that people can hide their true emotions. These findings present a challenge to nativists about mindreading, and are (...) said to support a social-constructivist account of mindreading development instead. This article takes up the challenge on behalf of nativism. Our goal is to show that the mindreading-scale findings fail to support constructivism because well-motivated alternative hypotheses have not yet been controlled for and ruled out. These have to do with the pragmatic demands of verbal tasks. (shrink)

Traditionally, theories of mindreading have focused on the representation of beliefs and desires. However, decades of social psychology and social neuroscience have shown that, in addition to reasoning about beliefs and desires, human beings also use representations of character traits to predict and interpret behavior. While a few recent accounts have attempted to accommodate these findings, they have not succeeded in explaining the relation between trait attribution and belief-desire reasoning. On my account, character-trait attribution is part of a hierarchical system (...) for action prediction, and serves to inform hypotheses about agents’ beliefs and desires, which are in turn used to predict and interpret behavior. (shrink)

Theories of Theories of Mind brings together contributions by a distinguished international team of philosophers, psychologists, and primatologists, who between them address such questions as: what is it to understand the thoughts, feelings, and intentions of other people? How does such an understanding develop in the normal child? Why, unusually, does it fail to develop? And is any such mentalistic understanding shared by members of other species? The volume's four parts together offer a state of the art survey of (...) the major topics in the theory-theory/simulationism debate within philosophy of mind, developmental psychology, the aetiology of autism and primatology. The volume will be of great interest to researchers and students in all areas interested in the 'theory of mind' debate. (shrink)

Descartes is possibly the most famous of all writers on the mind, but his theory of mind has been almost universally misunderstood, because his philosophy has not been seen in the context of his scientific work. Desmond Clarke offers a radical and convincing rereading, undoing the received perception of Descartes as the chief defender of mind/body dualism. For Clarke, the key is to interpret his philosophical efforts as an attempt to reconcile his scientific pursuits with the (...) theologically orthodox views of his time. (shrink)

Theory of mind (ToM) and executive function (EF) have traditionally been measured starting in preschool and share a similar developmental progression into childhood. Although there is some research examining early ToM and EF in the first 3 years, further empirical evidence and a theoretical framework for a ToM-EF relationship from infancy to preschool are necessary. In this paper we review the ToM-EF relationship in preschoolers and provide evidence for early development in ToM, EF, and the ToM-EF relationship. We (...) propose that models of cognitive control (i.e., Hierarchical Competing Systems Model: Marcovitch & Zelazo (Journal of Cognition and Development 7:477–501, 2006), (Developmental Science 12:1–25, 2009)); and Levels of Consciousness Model: Zelazo (Trends in Cognitive Science 8:12–17, 2004) account for the ToM-EF relationship across childhood through domain-general developments in the ability to form and reflect on relevant representations that can guide behavior in both ToM and EF situations. The combination of these models also presents unique, domain-general considerations for interpreting early ToM from infancy to preschool. (shrink)

The development of a `theory of mind' may not only be important for understanding the minds of others but also for using one's own mind. To investigate this supposition, forty children between the ages of three and four were given false-belief and creativity tasks. The numbers of appropriate and of original responses in the creativity test were found to correlate positively with performance on false-belief tasks. This association was robust, as it continued to be strong and significant (...) even when age and verbal intelligence were partialled out. The results support the hypothesis that the metarepresentational skills involved in theory of mind also affect the way children can access and scan their own mental repertoire beyond the areas of currently activated content (i.e. divergent thinking). With the advent of theory of mind a basic cognitive shift takes place in human development, and possibly took place in cognitive evolution. (shrink)

The Computational Theory of Mind The Computational Theory of Mind (CTM) claims that the mind is a computer, so the theory is also known as computationalism. It is generally assumed that CTM is the main working hypothesis of cognitive science. CTM is often understood as a specific variant of the Representational Theory of Mind (RTM), […].

Many philosophers and psychologists argue that normal adult human beings possess a primitive or 'folk' psychological theory. Recently, however, this theory has come under challenge from the simulation alternative. This alternative view says that human bings are able to predict and explain each others' actions by using the resources of their own minds to simuate the psychological etiology of the actions of others. The thirteen essays in this volume present the foundations of theory of mind debate, (...) and are accompanied by an extensive introduction. (shrink)

Theory of Mind (ToM) is a neurocognitive system that allows the perceiver to attribute mental states, such as intentions, beliefs, or feelings, to others’ actions. The aim of the present work is to analyse the engagement of the ToM system in communication, in particular, in communicative intention processing. To this aim, we propose an Intention Processing Network (IPN) with its own principles and mechanisms, that is, a brain network differentially engaged according to the complex intertwining of the context, (...) goal, and action involved. According to our IPN model, a set of brain regions of the ToM system (i.e. left and right temporoparietal junction, precuneus, and medial prefrontal cortex) are differentially involved in comprehending different types of intention, such as private or social intentions. We provide independent and convergent evidence on the role of the IPN model in communicative intention processing and we show that the engagement of the IPN does not depend upon the communicative means used, that is, written language, auditory language, or gesture. Evidence deriving from different experimental paradigms, including neuroimaging, lesion, neurodegenerative, and brain stimulation studies are discussed. In our view, this evidence establishes a link between ToM and pragmatics studies and suggests the role of intention processing as a core feature of human communication. (shrink)

In everyday life it is often important to have a mental model of the knowledge, beliefs, desires, and intentions of other people. Sometimes it is even useful to to have a correct model of their model of our own mental states: a second-order Theory of Mind. In order to investigate to what extent adults use and acquire complex skills and strategies in the domains of Theory of Mind and the related skill of natural language use, we (...) conducted an experiment. It was based on a strategic game of imperfect information, in which it was beneficial for participants to have a good mental model of their opponent, and more specifically, to use second-order Theory of Mind. It was also beneficial for them to be aware of pragmatic inferences and of the possibility to choose between logical and pragmatic language use. We found that most participants did not seem to acquire these complex skills during the experiment when being exposed to the game for a number of different trials. Nevertheless, some participants did make use of advanced cognitive skills such as second-order Theory of Mind and appropriate choices between logical and pragmatic language use from the beginning. Thus, the results differ markedly from previous research. (shrink)

INTRODUCTION SECTION I In the last 20 years or so philosophers in the analytic tradition have taken an increasing interest in causal theories of a wide ...