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Theory of Mind Flashcards

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1
Q

Premack & Woodruff (1978) say Theory of Mind is

A

Attributing mental states (thoughts, beliefs, intentions etc) to others

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2
Q

Theory of Mind allows us to

A

Predict others behaviour

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3
Q

A big part of understanding theory of mind is that

A

Peoples mental states can be different to our own

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4
Q

Bjorklund (2012)

An ability to make sense of other peoples behaviour requires two things.

A
  1. That we view others as ‘intentional agents’

2. An ability to take another person’s perspective

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5
Q

Why is theory of mind important?

A

Help us understand/explain/predict others behaviour

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6
Q

Who said ToM is important for:

Understanding art/literature
Intentional communication 
Repairing failed communication
Teaching others
Persuading others
A

Baron-Cohen (1999)

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7
Q

How is ToM measured in children?

A

Standard false belief task (e.g. Sally-Anne test)

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8
Q

Sally-Anne test

What must children to do succeed? (2)

A

Separate their own (true) beliefs from other peoples

Attribute false belief to Sally

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9
Q

Sally-Anne test

Who passes?

A

4 year olds

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10
Q

Sally-Anne test

Who fails?

A

3 year olds

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11
Q

Hadwin + Perner, 1991

At age 5, children use false beliefs….

A

To predict when person is surprised

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12
Q

Hadwin + Perner, 1991

Method

A

Tommy who loved chocolate study

Experimenter replaced smarties with sweets

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13
Q

Hadwin + Perner, 1991

Both 4 and 5 year olds knew

A

Tommy would think there would be smarties in the box (false belief)

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14
Q

Hadwin + Perner, 1991

Only 5 year olds…

A

Said Tommy would be surprised when he opened the box

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15
Q

Wellman et al., 2001

When does ToM first develop?

A

Age 4 in false belief tasks

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16
Q

Sabbagh et al., 2006
Avis + Harris, 1991

Where else has ToM been found in children?

A
  • Across the globe

- Remote rainforests in Cameroon

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17
Q

Peskin 1992

When does deception emerge?

A

Age 5

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18
Q

Why does deception emerge at age 5?

A

Young children do not think they can deprive someone of knowledge + deceive them

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19
Q

Peskin 1992

What did this study aim to measure?

A

Deception

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20
Q

Peskin 1992

Method

A

Children picked liked/disliked sticker
Naughty puppet
Asked which sticker they like

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21
Q

Peskin 1992

3 year olds ………. even after ………

A

Did not deceive

Practice

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22
Q

Peskin 1992

4 year olds…..(2)

A
  1. Didn’t spontaneously deceive

2. Did after practice

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23
Q

Peskin 1992

5 year olds…

A

Deceived

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24
Q

Ding et al., 2015

Theory of mind does seem to be causally related

A

To the ability to lie

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25
Ding et al., 2015 Participants + Method
3 year olds Group 1: ToM skills Group 2: Physical concepts (control)
26
Ding et al., 2015 Which group was more likely to lie after training?
ToM group
27
Woodward (1998) Infants as young as _______ understand people act on their intentions
6 months
28
"Understanding people act on their intentions" This is a...
Basic building block of ToM
29
Woodward (1998) 6 month olds look...
Longer when actor reaches towards different object than before
30
Woodward (1998) 3 month olds...
No difference in looking between new scene and old scene
31
Woodward (1998) Infants as young as 6 months may understand
Others as intentional agents
32
Leslie, 1987 Understanding mental states Two year olds understand
Their thoughts can be different from the state of reality
33
Leslie, 1987 Understanding mental states 2 y/o's understand their thoughts can be different from reality. How is this shown?
Through pretend play
34
Estes, Wellman + Woolley, 1989 Understanding mental states 3 year olds have an awareness thoughts exist. For example
They understand mental entities have different properties to physical ones
35
From around 2, children start using words like
Want, see, taste
36
From around 3, children start using words involving _______, like
Cog. states Know, think
37
If a child uses 'know' and 'think' together, this shows an understanding of
Contrasting mental states - reality vs belief
38
Shatz et al., 1983 Using the words 'know' and 'think' shows an understanding of
Contrasting mental states - reality vs belief
39
Repacholi + Gopnik (1997) Understanding desires Method (4)
1. R presents two bowls of food (crackers or broccoli) 2. Child says what they prefer 3. Experimenter shows which they prefer 4. Asks for more
40
Repacholi + Gopnik (1997) Understanding desires 18 month old infants give....
Researcher the preferred food, regardless of personal preferred food
41
Repacholi + Gopnik (1997) Understanding desires 18 month old infants give the researcher their preferred food, regardless of
Their own personal preferred food
42
Repacholi + Gopnik (1997) Understanding desires 14 month old infants...
Give the experimenter their OWN preferred food
43
Onishi + Baillargeon, 2005 Tested ______ in infancy
False beliefs
44
Onishi + Baillargeon, 2005 Key RQs? (2)
1. Will infants look longer when surprising reach is made | 2. Variation depending on whether eyes are covered?
45
Onishi + Baillargeon, 2005 If actors eyes are covered and a box is switched, this is a _________ condition
False belief
46
Onishi + Baillargeon, 2005 If actors eyes aren't covered and a box is switched, this is a ___________ condition
True belief
47
Onishi + Baillargeon, 2005 Which conditions did infants look longer in? (2)
Wrong box yet not blindfolded Right box yet blindfolded
48
Onishi + Baillargeon, 2005 Why did infants look longer in the wrong box/not-blindfolded condition?
Actor saw the switch - surely they should know to look in new location?
49
Onishi + Baillargeon, 2005 Conclusion: infants understand the actor
Has a false belief
50
It is hard to reconcile the finding that 15-month-olds understand false beliefs but fail false belief tasks at age 3. How can we explain this?
There may be two ToM systems Implicit Explicit
51
Leslie, German + Polizzi (2005) ______ ToM and _____________ ToM
Implicit | Explicit
52
Leslie, German + Polizzi (2005) What is implicit ToM? (3)
Innate There without awareness Can't be expressed verbally
53
Leslie, German + Polizzi (2005) What is explicit ToM? (2)
Learned slowly | With awareness
54
Clements + Perner, 1994 Despite failing false belief tasks verbally, 3 year olds...
Usually LOOK at right box
55
Clements + Perner, 1994 3 year olds who fail false belief tasks usually look at box where character should look. This indicates they
Might know the correct answer but do not express it
56
3 Theories of ToM development
1. Theory-theory 2. Meta-representations 3. Executive function accounts
57
Theory-Theory (_______)
Wellman, 1990
58
Theory-Theory 2 year olds have a theory based on
Desire psychology
59
Theory-Theory 2 year olds have a theory based on desire psychology, aka
They assume peoples desires influence their behaviour
60
Theory-Theory 3 year olds have a theory based on
Belief-desire psychology
61
Theory-Theory 3 year olds have a theory based on belief-desire Psychology, aka
Take into account other peoples desires and beliefs
62
Theory-Theory Only 4 year olds make the crucial realisation that
Beliefs are interpretations
63
Theory-Theory Only 4 year olds make the crucial realisation that beliefs are interpretations, and....
Like all interpretations, may be inaccurate
64
Interpretations may be inaccurate, aka a
False belief
65
Perner, 1991 Meta-representations theory Why do preschoolers struggle on false belief tasks?
Cannot hold two representations of an object simultaneously
66
Theory-theory Which age group has a theory based on belief-desire psychology?
3 year olds
67
Perner, 1991 Meta-representations theory Children pass false belief tasks when....
They can have meta-representations
68
Perner, 1991 Meta-representations theory Having meta-representations means children can understand
An object being hidden
69
Perner, 1991 Meta-representations theory At what age can children pass false belief tasks and why?
4 Meta representations
70
Perner, 1991 Meta-representations theory What challenges this theory?
PRETEND PLAY from 2
71
Which 2 theories of ToM struggle to account for early competencies...
Theory-theory | Meta-representations theory
72
Carlson + Moses, 2001 _______ theory
Executive function accounts theory
73
Carlson + Moses, 2001 Executive function accounts theory....
Failure may be due to COGNITIVE deficit
74
Carlson + Moses, 2001 Preschoolers have poor executive function skills, i.e.
Working memory Inhibitory control
75
Carlson + Moses, 2001 Which skills come first Executive function of ToM
Executive function
76
Hughes + Ensor (2007) What suggests that executive function skills support ToM?
Executive function skills come first
77
Milligan et al., (2007) Better language skills are associated with
Better ToM
78
Meins et la., (2002) Interactions with others (especially_________) are correlated with greater
Involving mental state language/people older than child ToM
79
Influential explanation of ASD is that it involves
ToM impairment
80
Autism Using the Sally-Anne Task, only _____ of ASD children passed
20% (compared to 80% of TD)
81
ToM deficit account cannot explain all symptoms of ASD, e.g. (2)
Sensory symptoms | Repetitive behaviour
82
ToM cannot fully explain ASD, because a proportion of children with ASD still...
Pass false belief tasks (not a universal deficit)

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