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DEVELOPMENT > TASK 7 - Theory Of Mind > Flashcards

TASK 7 - Theory Of Mind Flashcards

1
Q

Theory Of Mind

A
  • Understanding that others have different views and beliefs than someone else
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2
Q

False Belief Task - Wimmer & Perner

A
  • Asses whether children understand that a character’s beliefs of the world are different from how the world actually is
3 Conditions:
- displacement
- stop&think displacement
- disappear condition
^^ 3/4 years = difficulty ascribing false-belief task to another person^^

Sally Ann Task:

  • 3 years = cannot distinguish between person belief&reality
    • lack insight into own mind
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3
Q

Development of Theory of Mind (ToM)

Early Development

A

9-12 months = understand intentional behaviors as goal-directed (new path/ old objects task)
12 months = object-directed actions are connected
(e.g. PREFERENTIAL LOOKING - smiling at an object but looking at another one)

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4
Q

Development of Theory of Mind (ToM)

2 Years

A
  • use words referencing internal states of perception/ emotion (‘want’, ‘see’, ‘look’)
  • understand the relationship between seeing + knowing
  • know people have desires
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5
Q

Development of Theory of Mind (ToM)

3 years

A
  • know thinking = internal mental event - different from talking&seeing
  • know people may have a different view on the same object

!! DIFFICULTY with –> Appearance-reality distinction !!

  • don’t know the appearance of the object is not changeable
  • cant consider 2 representations of 1 object at the same time
  • don’t understand that people can act on an inaccurate belief –> fail false belief task
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6
Q

Development of Theory of Mind (ToM)

4 years

A
  • accept people have different views

- understand that others thinking can allow interpretations of behavior

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7
Q

Development of Theory of Mind (ToM)

5 years

A
  • emotional responses are due to other behaviors
  • aware of DECEPTIVE BEVAHIOUR
  • aren’t aware that not everyone interprets things the same
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8
Q

Development of Theory of Mind (ToM)

Later Development + Individual Differences

A
  • cannot have the mind with no thoughts
  • mind = constructor of knowledge
  • social interactions –> shape view of the mind
    ~siblings/parents/older people facilitate development
  • Pretend Play –> facilitates learning
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9
Q

Theories About ToM Development - Domain General

A
  • different brain areas need to be activated for general developmental changes

–> Executive Function Hypothesis:
- development of executive functions could explain
development of ToM
- E.g. Planning + Self-regulation - important for broccoli
a task as they INHIBITED own preference to deceive another person
- !! NOT SUFFICIENT - lacks exclusivity !!

  • -> Representational Mind Account:
    • 4 years = understand models
    • 2/3 years = child acquires METACOGNITION (distinction between what is and what is represented)
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10
Q

Theories About ToM Development - Domain Specific

A
  • Special parts of the brain are involved that ONLY affect ToM

–> Theory-Theory Account - Wellman
- children achieve more coherent knowledge thru the
use of theoretical constructs
- 2 years = assume peoples desires influence behavior
- 3 years = consider persons desires&beliefs
- 4 years = know that beliefs have inaccurate
interpretations

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11
Q

Other Theories

A

Metarepresentation

  • Primary representation = something is as it is (e.g. banana = banana)
  • 4 years - Secondary representation = other rrepresentations of primary representations (e.g. banana = phone)
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12
Q

Precursors

A
  1. Understanding peoples emotions + desires - 2 yrs
  2. Mentalistic concepts during conversation
  3. Pretence = pretend play - 18 months
  4. Understanding of internality
  5. Following gaze of another
  6. Social Referencing - 10 months
  7. Goal-directed Task
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13
Q

Theories of Autism

A

Theory of Mind Defecit:
- Children with autsim cannot input mental states to themselves and others
- fail false belief task - eventho 20% passed
^ WHY?
1. passing requires multiple skills
2. theory explains some cognitive impairments but cannot explain all of its facets

Weak Central Coherence Theory:

  • social/non-social aspects of autism
  • people with AS = focused on detail and process parts rather than whole
  • -> Figure and Block Design
    • perform above average as they lack cognitive drive to attend global form –> weak central coherence

Executive Dysfunction Theory:

  • AS symptoms are close to brain injury = defecit in executive functions
  • -> !! LIMITATIONS !!
    • not all individuals with autism show executive problems
  • executive difficulties are not unique to autism
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