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Flashcards in Problem 7 Deck (35)
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1
Q

Theory of mind

A

Understanding other people as people who have desires, beliefs and their own representation of the world and that it can differ from ours

–> understanding this helps is make sense of what others say and why they act the way they do

2
Q

False belief task

A

Test of understanding mental representations

–> 4 y/o will not understand that ones beliefs are usually different from how the world really is
+ one will act accordingly

3
Q

Sally Anne task

A

Simpler Version of the false belief task

–> 4 y/o will understand that Sally will look for her marbles where she had seen them last

=> due to shorter story + more salient features

4
Q

Smarties task

A

Children were shown a closed box of smarties with pencils inside.
They were asked to predict what other children might say what is in the box

–> Younger than 4 y/o will say pencils instead of smarties

=> 3 y/o lack insight into their own minds
=> don’t acknowledge that before they were told that there are pencils in the box, they too thought there are smarties

5
Q

Development of the ability to distinguish between mental states using language

A

2 y/o: Children use words that refer to their internal states of perception

ex.: “see”, “want”

3 y/o: Children use cognitive terms
–> distinguish between mental states + external reality

ex.: “know”, “think”, “remember”

6
Q

Development of understanding the relationship between seeing and knowing

A

2 y/o: Children understand the relationship between seeing and knowing

3y/o: Children understand that different people can have different views of the same object

4y/o: Children realize that people may have different views of objects that are equally visible to both

7
Q

Development of understanding the appearance-reality distinction

A

3y/o: Children do not realize that one person can have a true belief about an object and the other a false belief

–> only consider one interpretation of an object

4y/o: Children understand that at least one representation/ interpretation of an object is false

8
Q

Development of the ability to predict behavior

A

2 y/o: Children understand that people have desires which influence the way they behave

3y/o: Children understand that people have beliefs about the world in addition to desires

9
Q

Which factors influence the successful understanding of theory of mind ?

A
  1. Language ability
  2. Siblings
    - -> between 2-4 years, child-child interaction increases
  3. Family size
    - -> children interacting with other children + adults develop these skills at earlier age
10
Q

Development of theory of mind after the age of 4

A

Children will realize that emotional responses are also based on a persons representation of the world

11
Q

Understanding of surprise

A

Can only be achieved when one understands false belief

–> it rehires an understanding that the representation of the world was disconfirmed

12
Q

First order belief

A

A belief that involves having a belief about someone else having a belief

–> “I think that she thinks that..”

13
Q

Second order belief

A

A belief that involves understanding that someone can belief about a third person

–> “I think that she thinks, that he thinks..”

(Age of 8)

14
Q

WELMANS theory of the development of theory of mind

A

Childrens understanding of mind develops in 3 phases

2y/o: Children assume that peoples desires influence behavior

3y/o: Children consider a persons desires and beliefs about the world

4y/o: Children acknowledge beliefs can also had inaccurate interpretations

15
Q

PERNERs theory of the development of theory of mind

A

When children understand “metarepresentation” they will understand theory of mind

–> understanding the distinction between what is being referred to and what is being represented

16
Q

Which impairments do children with autism have in regard to theory of mind ?

A
  1. Qualitative impairments in social interaction

–> Failure to develop relations, lack of eye contact

  1. Qualitative impairments in communication

–> Delay in development of language

  1. Restricted repetitive + stereotyped patterns one behavior
17
Q

Why are children with ASD unable to master the “Sally Anne task” ?

A

Children with ASD have difficulty in tasks that require the appreciation of another false belief

–> Only 20% of children with ASD at the age of 4 succeeded

18
Q

Mechanical story

A

The action of this kind of story does not involve any people

19
Q

Behavioral story

A

People are included but it does not require an understanding of what they are thinking

20
Q

Mentalistic story

A

Requires an understanding of the beliefs of the characters in the story

–> ASD children were unable to understand these kinds of stories

21
Q

False photograph task

A

Test of understanding non mental representations

–> taking a picture of a bear on the chair, then moving it to the bed

Will the picture show the bear on the chair or on the bed ?

–> children with ASD have no difficulty with non mental representations

22
Q

Joint/Shared attention mechanism

A

Mechanism that combines information about our own direction of gaze and another persons direction of gaze

–> allows a child to understand the focus of another’s attention

=> lack of shared attention is an early deficit in ASD

23
Q

The emergence of theory of mind before the age of 4

A

Preschoolers: Can perform correctly if key features of the narrative are overlearned or of a specific phrasing is used

<2 y/o: Children understand desires + emotions, as being subjective

–> differing social interactive experiences shape childrens minds

–> differences in how families talk about their feelings might shape their understanding of emotions

24
Q

Theory of mind deficit

A

States that individuals with autism fail to impute mental states to themselves and others

Problem: 20% of autistic children passed the false belief task

–> deficit is not universal

25
Q

Executive dysfunction theory

A

Suggests that autism can be explained as a deficit in executive functions in the brain

–> not all individuals with autism show executive problems

26
Q

Inhibition test

A

Test in wich the participant has to inhibit a prepotent response

–> children with autism have difficulties here

27
Q

Executive memory tests

A

Task in which participants have to shift their attention between stimuli

–> children with autism have no cognitive flexibility

28
Q

Reduced generalization theory

A

People with autism have difficulties generalizing newly learned behavior to a new environment

–> fail to see connections

29
Q

Domain - General Theories

A

Development of ToM stems from a general skill which has effect on several different areas

  • -> ToM abilities
  • -> understanding of physical aspects
  • -> language
30
Q

Domain - Specific Theories

A

Development of ToM stems from special knowledge, processes + mechanisms that only affect ToM skills

31
Q

BARON COHENs theory on the development of theory of mind

A

There are specific brain mechanisms devoted to the understanding of other human beings

( Domain specific theory )

32
Q

Dyadic Joint Attention

A

Involves two parties

ex.: mother + child

33
Q

Tryadic Joint Attention

A

Involves three parties

ex.: mother + child + object

34
Q

What are the precursors of the development of ToM ?

A
  1. Gaze following/ Face perception
  2. Joint Attention
  3. Pretense
    - -> related to dual representation
  4. Desire
    - -> to 18m. child is able to make a proper representation about what others want
  5. Appearance - reality distinction
  6. Perspective taking
35
Q

Weak Central coherence theory

A

Children with autism tend to focus on details rather on the whole thing

–> Domain-general theory