There is more to mind reading than having theory of mind concepts: new directions in theory of mind research

For more than 30 years, researchers have focused on the important transition that children undergo between the ages of 3 and 5, when they start to solve mind‐reading problems that require reasoning about complex mental states, such as beliefs. The main question for debate has been whether, during that transition, children acquire new concepts about how the mind works (i.e. a more sophisticated ‘theory of mind’) or whether their more general cognitive abilities improve and help them deal with the general task demands. Recently, researchers have started to explore mind‐reading abilities in individuals outside of the classic 3–5 age span, showing early theory of mind abilities in ever‐younger children and infants, but also far from flawless performance in adults. In this article, we show how the results of these two new lines of research converge on the idea that there is more to mind reading than having theory of mind concepts: there are various processes required to efficiently implement theory of mind concepts in our reasoning, and there may be, in fact, multiple mind‐reading routes available. We then highlight the emergent new directions for future research. Copyright © 2010 John Wiley & Sons, Ltd.     

Age Differences in the Distractor-Ratio Effect as a Function of Contrast Level

ABSTRACT

Latencies (RT) and eye movement measures were used to examine the effects of age and contrast on the distractor-ratio effect (DRE) in visual search. Younger and older adults performed a contrast × orientation conjunction search task where the ratios of white to black distractors and luminance contrast levels were varied. The distractor-ratio manipulation had similar effects for older and younger adults on both RT and the number of fixations required to find the target. Both measures were largely independent of distractor ratio on target-present trials, while both RTs and the fixation number increased with the number of items sharing the target's contrast polarity on target-absent trials. A more detailed analysis of eye movements suggested that younger adults were a bit more adept at attending to the smaller set of distractors, which presumably facilitated both overt and covert search. Generalized slowing can account for the age differences in RT, but the fixation number data speak to another mechanism, perhaps increased cautiousness on the part of the elderly when signal strength is low.     

The Cultivation of Social Perceptions of Latinos: A Mental Models Approach

This survey investigates the relationship between exposure to television portrayals of Latinos and real world perceptions of Latinos in the U.S. To aid in this assessment, contributions from the research on mental models were incorporated into a cultivation framework. From this mental models-based cultivation perspective, it was expected that amount of television exposure and existing cognitions regarding representations of Latinos in the media would interact in predicting real world perceptions of Latinos. Additionally, the amount of real world interracial contact with Latinos was predicted to moderate these effects. Findings provide support for the proposed relationships, indicating that as television consumption rates increase, extant cognitions regarding media depictions of Latinos and real world contact guide subsequent evaluations of Latinos.     

Learning What is Essential: Relative and Absolute Changes in Children's Beliefs about the Heritability of Ethnicity

There are conflicting findings regarding the development of essentialist beliefs about social categories. The present studies address these findings by differentiating between the developments of the relative versus absolute essentialist status of categories. Participants were Israeli Secular Jewish and Muslim Arab kindergarteners, second graders, and sixth graders. Study 1 asked children which among alternative properties of a parent was most likely to transfer to a child. Findings showed that while kindergarteners did not systematically discriminate among properties, second and sixth graders privileged ethnicity. Study 2 asked children whether membership in various social categories was biologically or environmentally determined. Findings showed that kindergarteners and second graders, but not sixth graders, believed ethnicity to be biologically inherited. These results are discussed vis-à-vis different theories about the origins of social essentialism.     

CONNECTING THEORETICAL CONCEPTIONS OF READING TO PRACTICE: A LONGITUDINAL STUDY OF ELEMENTARY SCHOOL TEACHERS

The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers’ vocabulary instruction. Results indicated that teachers spent less than 5% of their language arts block on vocabulary instruction (7.55 minutes). Most of that time was spent on teaching individual word meanings with less time spent on word-learning strategies. As well, the majority of time was spent on teacher-student interactions using both oral and written forms of communication.     

A temporally sustained implicit theory of mind deficit in autism spectrum disorders

Eye movements during false-belief tasks can reveal an individual’s capacity to implicitly monitor others’ mental states (theory of mind – ToM). It has been suggested, based on the results of a single-trial-experiment, that this ability is impaired in those with a high-functioning autism spectrum disorder (ASD), despite neurotypical-like performance on explicit ToM measures. However, given there are known attention differences and visual hypersensitivities in ASD it is important to establish whether such impairments are evident over time. In addition, investigating implicit ToM using a repeated trial approach allows an assessment of whether learning processes can reduce the ASD impairment in this ability, as is the case with explicit ToM. Here we investigated the temporal profile of implicit ToM in individuals with ASD and a control group. Despite similar performance on explicit ToM measures, ASD-diagnosed individuals showed no evidence of implicit false-belief tracking even over a one-hour period and many trials, whereas control participants did. These findings demonstrate that the systems involved in implicit and explicit ToM are distinct and hint that impaired implicit false-belief tracking may play an important role in ASD. Further, they indicate that learning processes do not alleviate this impairment across the presentation of multiple trials.     

Marco Conci interviews Marco Bacciagaluppi

Abstract

Following both Bion's and Aulagnier's thought, this paper seeks to examine two functions of psychotic syntax within the nonpsychotic personality. The first function is the creation of a split between voice and meaning in the mother–infant relationship, a split whose aim is to disengage contact with contents that cannot be metabolized and that are associated with the mother's denied death wish toward her infant. The second function pertains to the use of psychotic syntax as a way of denying separateness and annihilating the “speaking I.” Both functions will be exemplified by clinical case studies. In conclusion, psychotic language will be discussed as a “hybrid language” generated by an incestuous relationship between the mother's and the infant's language.     

Role-Playing Effects on Rorschach Scoring and Interpretation

Female Rorschach examinees role-played hostile, sexy, and neutral accompaniments to their own standard, abbreviated protocols. In response to these roles, male examiners made modest scoring errors of a magnitude consistent with experimenter-bias effects but were unaffected in their report writing. Ratings made by the examinees suggested that the examiners were perceived as reacting to the role-playing.