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269 > Theory of Mind > Flashcards

Theory of Mind Flashcards

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
Q

Ding et al., 2015

Participants + Method

A

3 year olds

Group 1: ToM skills
Group 2: Physical concepts (control)

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26
Q

Ding et al., 2015

Which group was more likely to lie after training?

A

ToM group

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27
Q

Woodward (1998)

Infants as young as _______ understand people act on their intentions

A

6 months

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28
Q

“Understanding people act on their intentions”

This is a…

A

Basic building block of ToM

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29
Q

Woodward (1998)

6 month olds look…

A

Longer when actor reaches towards different object than before

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30
Q

Woodward (1998)

3 month olds…

A

No difference in looking between new scene and old scene

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31
Q

Woodward (1998)

Infants as young as 6 months may understand

A

Others as intentional agents

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32
Q

Leslie, 1987
Understanding mental states

Two year olds understand

A

Their thoughts can be different from the state of reality

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33
Q

Leslie, 1987
Understanding mental states

2 y/o’s understand their thoughts can be different from reality. How is this shown?

A

Through pretend play

34
Q

Estes, Wellman + Woolley, 1989
Understanding mental states

3 year olds have an awareness thoughts exist. For example

A

They understand mental entities have different properties to physical ones

35
Q

From around 2, children start using words like

A

Want, see, taste

36
Q

From around 3, children start using words involving _______, like

A

Cog. states

Know, think

37
Q

If a child uses ‘know’ and ‘think’ together, this shows an understanding of

A

Contrasting mental states - reality vs belief

38
Q

Shatz et al., 1983

Using the words ‘know’ and ‘think’ shows an understanding of

A

Contrasting mental states - reality vs belief

39
Q

Repacholi + Gopnik (1997)
Understanding desires

Method (4)

A
  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
Q

Repacholi + Gopnik (1997)
Understanding desires

18 month old infants give….

A

Researcher the preferred food, regardless of personal preferred food

41
Q

Repacholi + Gopnik (1997)
Understanding desires

18 month old infants give the researcher their preferred food, regardless of

A

Their own personal preferred food

42
Q

Repacholi + Gopnik (1997)
Understanding desires

14 month old infants…

A

Give the experimenter their OWN preferred food

43
Q

Onishi + Baillargeon, 2005

Tested ______ in infancy

A

False beliefs

44
Q

Onishi + Baillargeon, 2005

Key RQs? (2)

A
  1. Will infants look longer when surprising reach is made

2. Variation depending on whether eyes are covered?

45
Q

Onishi + Baillargeon, 2005

If actors eyes are covered and a box is switched, this is a _________ condition

A

False belief

46
Q

Onishi + Baillargeon, 2005

If actors eyes aren’t covered and a box is switched, this is a ___________ condition

A

True belief

47
Q

Onishi + Baillargeon, 2005

Which conditions did infants look longer in? (2)

A

Wrong box yet not blindfolded

Right box yet blindfolded

48
Q

Onishi + Baillargeon, 2005

Why did infants look longer in the wrong box/not-blindfolded condition?

A

Actor saw the switch - surely they should know to look in new location?

49
Q

Onishi + Baillargeon, 2005

Conclusion: infants understand the actor

A

Has a false belief

50
Q

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?

A

There may be two ToM systems

Implicit

Explicit

51
Q

Leslie, German + Polizzi (2005)

______ ToM and _____________ ToM

A

Implicit

Explicit

52
Q

Leslie, German + Polizzi (2005)

What is implicit ToM? (3)

A

Innate
There without awareness
Can’t be expressed verbally

53
Q

Leslie, German + Polizzi (2005)

What is explicit ToM? (2)

A

Learned slowly

With awareness

54
Q

Clements + Perner, 1994

Despite failing false belief tasks verbally, 3 year olds…

A

Usually LOOK at right box

55
Q

Clements + Perner, 1994

3 year olds who fail false belief tasks usually look at box where character should look. This indicates they

A

Might know the correct answer but do not express it

56
Q

3 Theories of ToM development

A
  1. Theory-theory
  2. Meta-representations
  3. Executive function accounts
57
Q

Theory-Theory (_______)

A

Wellman, 1990

58
Q

Theory-Theory

2 year olds have a theory based on

A

Desire psychology

59
Q

Theory-Theory

2 year olds have a theory based on desire psychology, aka

A

They assume peoples desires influence their behaviour

60
Q

Theory-Theory

3 year olds have a theory based on

A

Belief-desire psychology

61
Q

Theory-Theory

3 year olds have a theory based on belief-desire Psychology, aka

A

Take into account other peoples desires and beliefs

62
Q

Theory-Theory

Only 4 year olds make the crucial realisation that

A

Beliefs are interpretations

63
Q

Theory-Theory

Only 4 year olds make the crucial realisation that beliefs are interpretations, and….

A

Like all interpretations, may be inaccurate

64
Q

Interpretations may be inaccurate, aka a

A

False belief

65
Q

Perner, 1991

Meta-representations theory

Why do preschoolers struggle on false belief tasks?

A

Cannot hold two representations of an object simultaneously

66
Q

Theory-theory

Which age group has a theory based on belief-desire psychology?

A

3 year olds

67
Q

Perner, 1991

Meta-representations theory

Children pass false belief tasks when….

A

They can have meta-representations

68
Q

Perner, 1991

Meta-representations theory

Having meta-representations means children can understand

A

An object being hidden

69
Q

Perner, 1991

Meta-representations theory

At what age can children pass false belief tasks and why?

A

4

Meta representations

70
Q

Perner, 1991

Meta-representations theory

What challenges this theory?

A

PRETEND PLAY from 2

71
Q

Which 2 theories of ToM struggle to account for early competencies…

A

Theory-theory

Meta-representations theory

72
Q

Carlson + Moses, 2001

_______ theory

A

Executive function accounts theory

73
Q

Carlson + Moses, 2001

Executive function accounts theory….

A

Failure may be due to COGNITIVE deficit

74
Q

Carlson + Moses, 2001

Preschoolers have poor executive function skills, i.e.

A

Working memory

Inhibitory control

75
Q

Carlson + Moses, 2001

Which skills come first

Executive function of ToM

A

Executive function

76
Q

Hughes + Ensor (2007)

What suggests that executive function skills support ToM?

A

Executive function skills come first

77
Q

Milligan et al., (2007)

Better language skills are associated with

A

Better ToM

78
Q

Meins et la., (2002)

Interactions with others (especially_________) are correlated with greater

A

Involving mental state language/people older than child

ToM

79
Q

Influential explanation of ASD is that it involves

A

ToM impairment

80
Q

Autism

Using the Sally-Anne Task, only _____ of ASD children passed

A

20% (compared to 80% of TD)

81
Q

ToM deficit account cannot explain all symptoms of ASD, e.g. (2)

A

Sensory symptoms

Repetitive behaviour

82
Q

ToM cannot fully explain ASD, because a proportion of children with ASD still…

A

Pass false belief tasks (not a universal deficit)

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