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Foundation of Cognition > Lecture_14_Theory of Mind > Flashcards

Lecture_14_Theory of Mind Flashcards

1
Q

Cognitive Skills in Social Interaction

A
  1. Joint attention
  2. Cooperative communication
  3. Dual-level collaboration
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2
Q

Joint Attention

A

When people purposefully ATTEND to the same things as the people they are interacting with

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3
Q

Cooperative Communication

A

Communication aimed at SHARING MENTAL STATE regarding things in the shared environment

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4
Q

Dual-Level Collaboration

A

SHARING A GOAL and acting to achieve it with other people

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5
Q

Social Interaction in Others Animals

A

Don’t exist
- Evident very early in most children
- Very important for human development

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6
Q

“I think, therefore I am”

A

“Cogito ergo sum” - Rene Descartes
- A person can never really be sure that our experiences are really what they seem
- A person could be sure of just one thing: whenever I think something, it is me that is thinking it

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7
Q

Cartesian Dualism

A

A distinction between
- The world of matter
- The world of thought

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8
Q

Theory of Mind

A

We do act as if people have minds
- We have our own ‘theory of mind’
- That we use to represent the psychological states of others
- High-level executive process, dependent on, but different from our sensation

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9
Q

The Origin of Theory of Mind Research

A

Chimpanzees
- Showed movie clips a person was struggling to solve a problem
- They consistently chose the photograph that contained the solution

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10
Q

Difference in Theory of Mind between Chimpanzees and Infants

A

Researchers had buckets on their heads
- Chimpanzees would beg for food whether the researcher can’t see them
- Three-year old human infants could pass this test

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11
Q

False-Belief Tasks

A

A person demonstrating understanding that other people can have beliefs that are not true
- Non-human apes may indeed understand false belief
- Apes appear to look at the place where they expect the human to look
- Because they think that human character has a false belief

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12
Q

Similarity between Theory of Mind & EF

A

Mindreading or mentalizing
- Joint Attention Holding attention on something indicated to use by another person

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13
Q

Differences between Theory of Mind & EF

A
  1. Theory of Mind necessarily have a SOCIAL component
    - Mentalizing about the mind
    or somebody else
  2. MOTIVATIONAL, or EMOTIONAL aspects, as we are often mentalizing about the reasons for other people’s behavior, or how they feel
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14
Q

Cool EF

A
  • Dorsolateral prefrontal region
  • Response inhibition, working memory, and switching
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15
Q

Hot EF

A
  • Ventromedial prefrontal cortex
  • Emotion regulation, motivation, decision making
  • Social cognition
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16
Q

Cool Social Cognition

A
  • Cognitive empathy
  • Theory of Mind
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17
Q

Hot Social Cognition

A
  • Affective empathy
  • Theory of Mind
  • Emotion recognition
18
Q

Smarties Test

A

The children were only able to distinguish between appearance and reality from about aged 4
1. What they previously thought
- 5+: Smarties
- 5-: Can’t
2. What a different child would think
- 4+: Smarties
- 4-: Can’t

19
Q

ASD & Theory of Mind

A
  • Poorly on many mindreading tests
  • Social communication problems
  • Theory of Mind may be a core cognitive problem
  • Sally-Anne test
    1) ASD 12 years old: failed
    2) Typical 4 years old: passed
20
Q

Representation Change

A
  • The children understood that their own mental contents had changed
  • Foam rock tests
  • 3-year-old: 50% answered the representational change question correctly
  • 5-year-old: 67% answered correctly
21
Q

The Distinction between Hot and
Cool EF

A
  • Cool: Hayling test
  • Hot Theory of Mind tests
  • Appear to show separate impairments
22
Q

How does a theory of mind is achieved?

A
  1. Imitation and mirror neurons
  2. Detection of eye movements
23
Q

Imitation

A
  • A very high-level form of learning
  • A special learning mechanism
  • Imitation may be cognitively complex
  • Copying a person’s behavior, the visual scene that you observe is completely different to the visual scene you experience. For example, imitation of bowing
24
Q

Imitation in Animals

A

Cross-species communication
- It is perhaps only seen when they have been exposed to human culture
- E.g. Orangutans in Indonesia

25
Q

Mirror Neurons

A

Cells that respond to either
1. Performing an action
2. Seeing the action being performed by others
- By feeling the connection of their action to our action we can distinguish self and other, as well as empathize, possibly, forming the basis of Theory of Mind

26
Q

Broken Mirror Theory

A

1) A deficiency in the function of mirror neurons
2) Prevents their ability to understand imitation
3) A ‘cascade of developmental
impairments’
4) Signs and symptoms of ASD

27
Q

FMRI In ASD that is Inconsistent with Broken Mirror Theory

A
  • Some mirror neurons: Dysfunctional - Some: Hyperactive
    in people with ASD
  • Amygdala and cerebellum not linked to mirror neurons: Hypoactive
28
Q

Criticism of Inferring Mirror Neurons to Theory of Mind

A
  • Adults use imitation much less than children
  • Domain-general learning mechanisms (conditioning) lead to the development of mirror neurons
29
Q

Detection of Eye Movements

A

White sclera of the eye is unique to humans

30
Q

Why do humans have white sclerae in the eyes?

A
  • Allow other people to see our gaze
  • Allow joint attention
  • Help us to understand their mental state
31
Q

Dyadic Interaction

A

Can tell when another person is looking at us, and vice versa

32
Q

Triadic Interaction

A

Indicate which objects or other people are being looked at

33
Q

Baron-Cohen’s Theory of Mind Mechanism (ToMM)

A
  1. Intentionality Detector (ID)
  2. Eye Direction Detector (EDD)
  3. Shared Attention Mechanism (SAM)
  4. Theory of Mind Mechanism (ToMM)
34
Q

Intentionality Detector (ID)

A
  • Classify behavior as volitional or not. - Can tell whether the thing it is looking at has a GOAL to its action
  • Stimuli with direction
35
Q

Eye Direction Detector (EDD)

A
  • Detect eyes, and what they are doing
  • E.g., detecting their gaze
  • Dyadic interaction
  • Impaired in people with ASD
36
Q

Shared Attention Mechanism (SAM)

A
  • Gains information about the perceptual state of other people
  • From the EDD
  • Allow joint attention
  • Tells us if we are both attending to the same thing
  • Triadic interaction
37
Q

Theory of Mind Mechanism (ToMM)

A
  • Develops as a consequence of
    triadic interactions
  • Allows the child to understand
    mental states of others
38
Q

Reading the Mind in the Eyes Test

A
  • Stimuli: Photographs of the eye region of many different people
  • Choices: The mental state of the person
  • People with ASD performed this test
    very poorly
39
Q

Criticism of Inferring Eye-Movement and Theory of Mind

A
  • People who are blind from birth still seem to develop the same neurocognitive system for thinking with a Theory of Mind
  • Tests that don’t require vision can still assess Theory of Mind
40
Q

Faux Pas Test

A

A person accidently does or says something that causes an embarrassing social situation
- Understanding a faux pas requires the recognition that a person may be embarrassed

Foundation of Cognition (15 decks)

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