Theory of Mind

Theory of Mind: Definition

The theory of mind, at its core, is an understanding that, as we have both complex thoughts and feelings, others around us do, too. They have knowledge and beliefs we may not share with them and lives lived outside of our own. In psychology, the theory of mind explores these ideas.

Other people have different interpretations of events, and their emotions and desires are entirely their own. Research into the theory of mind typically revolves around a child's understanding of others as mental beings with different beliefs and desires from their own.

As human beings, our experiences and those of others nurture us. We learn to put ourselves in other people's shoes and follow the patterns of social interaction.

According to Premack & Woodruff (1978), the theory of mind enables us to understand that other people have different beliefs and ways of thinking. As a result, we can predict others' mental states and behaviour while dealing with them on a daily social basis.

Theory of Mind: Psychology

As children, we cannot understand other people think differently. We have not yet developed the theory of mind. It develops slowly in the course of our lives.

The theory of mind develops in children between the ages of 4 and 5 (some believe it begins at about 15 months). At this age, we begin to perceive the thoughts and feelings of others. We do this by paying attention to others around us, playing make-believe, empathising with others, and understanding that different wants and needs produce different behaviours (intentions).

According to Wellman (2004), the following sequence of steps describes how a child develops the theory of mind:

1. Wanting:

• Children begin to understand that everyone has different wants.
• People use different means to get what they want.

2. Ways of thinking:

• They begin to understand others may have different beliefs about the same thing.
• They determine the behaviour of people by what they think will happen.

3. The unseen needs more knowledge:

• Different people have different knowledge bases.
• If someone hasn't seen something, they need more knowledge to understand.

4. False beliefs:

• People can have beliefs that are different or outside of reality.

5. Concealed emotions:

• Children become aware that people can hide emotions.
• People may show different emotions from their actual feelings.

Theory of Mind: Test

Dennett (1978) explained the false belief task as a test allowing the researchers to adequately distinguish between a child's original belief about something (true) and their realisation that someone else might have a different view (false).

False belief tasks are one of the standard tests used to assess a child's development. Two kinds of false belief tests are used to understand how children develop the theory of mind from infancy into adulthood.

Theory of Mind Test 1: Smarties

Then the researcher asks the children the same question, but from another person's point of view: 'What will your friend Ana (who is outside the room) say is inside the box when she sees it?'

• The children under three answered, 'She will guess that there are pencils in the box.'
• The children, about four years old, answered correctly, 'She will guess there is candy in the box.'

Theory of Mind Test 2: Maxi Test – False Belief About Another's Belief

Wimmer and Perner (1983) performed the Maxi test. The researcher read a story to the children of Maxi and his mother.

The study found:

• Children under four answered that Maxi would look in the green cupboard.
• Children over four answered that Maxi would look in the blue cupboard.

The children were supposed to differentiate between their own beliefs (chocolates are in the green cupboard) and Maxi's (the chocolates are in the blue cupboard where he left them).

ASD and Theory of Mind

Is autism a negative consequence of an undeveloped theory of mind? Baron-Cohen et al. (1985) suggested that autism is caused by an absence or weak theory of mind or mentalising power (being able to extract and understand information about other people's goals and mind states) in children.

Wing and Gould (1979) characterised the symptoms of autism into three key sections:

• Social and emotional impairment – passive response and abnormal eye contact

• Language and communication – delayed response in conversations and repetitive speech

• Impairment in the flexibility of thought – dependence on repetitive actions and unusual fixation with objects or their parts

Baron Cohen's Theory of Mind: The Sally-Anne Study

The Sally-Anne task is important for your exam and is similar to the Maxi test. Baron-Cohen (1985) tested and compared false-belief test results in three groups of children.

In the Baron-Cohen study, they studied three groups of children:

1. Autistic children (average age of 12).
2. Down Syndrome children (average age of 11).
3. Neurotypical children (average age of four).

The children would have to say 'the basket' to answer correctly, as Sally would still believe the marble was in her basket. She does not know Anne moved it. They were also asked: 'Where is the marble, really?' (reality questioning), and, 'Where was the marble at the start?'

All the children could give a name, answer the reality question, and correctly remember where the marble was at the start.

The results of the study are as follows: