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What is theory of mind?
by Josh Clark
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Back when you were a child of 2 or so, you were virtually mindless, at least compared to how you are now. In the first few years of life, your primary focus was you: You wanted food, comfort, a colorful toy -- and you were willing to cry very loudly to get what you wanted. In return, you offered nothing but potential quiet. You were what can be called egocentric, one of the definitions of which is extreme self-centeredness. You can hardly be blamed for this, however; you hadn't developed to a point where you could look past your own needs.
Then, at about age 3 or 4 -- if you're neurotypical, meaning your mental development was comparatively normal -- you underwent what seemed like a magical transformation. You became a genius at mind-reading. You suddenly were capable of looking past yourself and could take into account others' wants, needs, knowledge and mental states. You had developed what some researchers call theory of mind.
You'll note that theory of mind is missing a "the" ahead of it. That's because this term doesn't refer to a theory on the mind. Formally, the academic concept that relates to it could be called the theory of theory of mind. It refers to a person's ability to create theories about others' minds -- what they may be thinking, how they may be feeling, what they may do next. We are able to make these assumptions easily, without even recognizing that we are doing something fundamentally amazing: We are making predictions about what is going on in other people's heads and, even more amazingly, these predictions most often prove correct.
Consider this. Let's say you're on your way to get a book from the bookcase in the living room and you enter a room where a loved one is seated with her chin to her chest, not engaged in any visible activity. You may rightly believe that this loved one is sad and stop to ask what's wrong. But what forms the basis of this belief? What is it about sitting quietly and alone, with one's head down, that suggests sadness? More importantly, what is the point of not only being able to broadcast this sadness to others, but for them to be able to receive this transmission and stop what they are doing to see what's the matter? The answers to those questions probably lie in the evolutionary benefits theory of mind could bestow.
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Evolution and Theory of Mind
If evolution is correct -- and science holds that it is -- then traits or abilities that are found among related species suggest that these traits survived natural selection. Crudely put, the trait was found beneficial to the survival of the species and therefore those members who carried the trait lived to reproduce and pass it onto their offspring.Such is the case with theory of mind. Indeed, the term was first coined in a 1978 paper by primate researchers who concluded that higher apes like chimpanzees couldn't understand the mental states that lead to action on others' parts, though later research has found that they likely can [source: Call and Tomasello].
So what is the evolutionary benefit of theory of mind? As communications professor Francis F. Steen describes it, by considering others' motives to predict their actions, an animal can determine whether a predator is moving toward it to attack and eat the animal. Conversely, when it appears the predator is too hot to move on a particularly warm day, such a mechanism allows the animal -- which is likely hot too -- to rest easy as well and not expend any unnecessary energy running away from a predator that has no interest in pursuing it [source: Steen]. Anyone who has seen footage of a lion and a gazelle lying down, panting and watching one another only yards apart has seen this mechanism in action.
This ability has served humans as well. Yet cognitive researchers don't necessarily think that animals like gazelles and lions possess the capability of theory of mind. Most consider only humans and most likely higher apes in possession of this far more advanced intellectual analysis. More to the point, if you've ever looked at a lion and considered that it looked happy or that it wished it were free, you've just proven yourself capable of the kind of higher order thinking that theory of mind is based on.
There are rivals to theory of mind in explaining how we learn to predict others' behavior. One of these follows the animal model. The concept of mental simulation says that we predict others' goals and actions based on creating mental constructs of what we would do if we were in their shoes. We use our past experiences to construct a mental model of the situation, essentially using our brains' processing power to analyze the available data and then make our prediction.
Theory of mind goes much farther than mental simulation in imaging how we read the minds of others, and it finds support in the study of autism.
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Autism and Theory of Mind
The theory of theory of mind stands apart from other theories that seek to explain how we can attribute mental states to those we deem as "others." Specifically, it states that at some point around age 3 or 4, we become aware that other people hold different attitudes, beliefs and knowledge than we do. It becomes apparent to our minds that knowledge can be compartmentalized (we may know something someone else doesn't and vice versa). We realize that there is such a thing as pretense (the ability to create falsehoods). And we realize that other people may feel differently than us, meaning we do not all share the same mental and emotional states and beliefs simultaneously. This is the first, huge step toward metacognition, or thinking about thinking [source: Wiley-Blackwell].The skills associated with theory of mind don't emerge in all humans. People on the autism spectrum have long been observed to have mindblindness, characterized as an inability to consider others' points of view, wants, needs and desires. This has often been linked to a lack of empathy, although that idea has come under fire in recent years. Instead, researchers have come to believe that people with autism lack theory of mind skills.
To test this, researchers have given autistic children false-belief tests. These tests go something like this:
Sally is playing with her ball in her room. She gets up to go to the kitchen for a while and places the ball in her top dresser drawer. While she's gone, her mother comes in Sally's room and moves the ball from dresser drawer to the toy box. When Sally comes back from the kitchen, where will she look for her ball?
A neurotypical child would correctly guess that Sally would look in the drawer for her ball, since that's where she left it. This answer shows a child has developed an awareness that others may not have knowledge she has, a hallmark of theory of mind. Although that child knows Sally's mother moved the ball, Sally doesn't. Children with autism generally tend to answer that Sally will look in the toy box, which is where they know the ball has been moved.
Autistic children are even more prone to fail second-order false belief test. These elaborate on the Sally test, where children are asked what they think a second character thinks about another character; for example, what John thinks Todd knows is in his lunch box [source: Baron-Cohen].
Theory of mind is an interesting concept; perhaps further study of autism will yield more answers to how we arrive at that amazing state of being able to think about others.
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- Ananthaswamy, Anil. "Language may be the key to the theory of mind." New Scientist. June 23, 2009. http://www.newscientist.com/article/dn17352-language-may-be-key-to-theory-of-mind.html
- Baron-Cohen, Simon. "Theory of mind in normal development and autism." Prisme. 2001. http://www.autism-community.com/wp-content/uploads/2010/11/TOM-in-TD-and-ASD.pdf
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- Soraya, Lynne. "Empathy, mindblindness and theory of mind." Psychology Today. May 19, 2008. http://www.psychologytoday.com/blog/aspergers-diary/200805/empathy-mindblindness-and-theory-mind
- Steen, Francis F. "Theory of mind." UCLA. Accessed March 21, 2011. http://cogweb.ucla.edu/CogSci/ToMM.html
- Wiley-Blackwell. "Young children's 'theory of mind' linked to subsequent metacognitive development in adolescence." Science Daily. August 17, 2008. http://www.sciencedaily.com/releases/2008/08/080814154429.htm
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