Theory Of Mind
Have you ever met a person who has a keen ability to accurately “read” others? Or perhaps you have developed an intuitive understanding of the people in your life, and can often predict their thoughts, feelings, or behaviors before they even express them. If so, you have likely thought about what it means to have a strong theory of mind. Theory of mind describes a specific type of interpersonal skill: the ability to understand another person’s mental state. With a strong theory of mind, you can better understand and predict peoples’ behavior, motivations, and perspectives, leading to more effective communication and stronger relationships.
What is the theory of mind?
A common concept in developmental and social psychology, the theory of mind refers to the ability to attribute mental states to oneself and others. The skills associated with the theory of mind are crucial to social cognition, allowing people to ascribe thoughts, feelings, and intentions to others.
Closely related to empathy, the ability to attribute mental states to others involves recognizing the innate differences between people and attempting to see the world from their point of view. A person with a strong theory of mind understands other people’s beliefs, desires, thoughts, and feelings, allowing them to predict or explain their actions and motivations. Theory of mind is essential to social interaction, facilitating communication and relationships with others.
The word theory in “theory of mind” refers to the process of theorizing about the cognitive and emotional processes of others. Of course, it is not possible to fully understand the nuances of another person’s subjective experience; instead, we create a mental model of their experience and perspective. A strong theory of mind often depends on having more information on a person’s beliefs, background, cultural values, or personalities, which is why it may be easier to understand those with whom you are close or who have your values. Theory of mind is a subject of ongoing research in both social psychology and developmental psychology.
Theory of mind and the psychology of human development
While humans first begin to develop theory of mind as infants, child development experts believe it takes years for the skill to fully develop. This social learning continues into adolescence as individuals gain experience making inferences about the world in their mind. Essential precursors to the theory of mind in human development include imitation, where infants and young children imitate the behaviors of others, and an understanding of attention, where they recognize when others are paying attention to a task or object.
Current research in cognitive psychology has found that children and young adults with a high capacity for theory of mind are often socially skilled, while those with a lesser ability often have difficulty relating to and interacting with others. Even among neurotypical people, theory of mind and other skills related to social cognition can vary drastically. Some people develop a strong intuition about the inner lives of others, while other people find perspective-taking more difficult. Old age, neurodivergence, mental health conditions, and cultural factors can all impact the development of the theory of mind.
The mental states of children and the false belief task
Significant social-cognitive development takes place in early childhood, when children begin to develop the ability for abstract thought. Development of the theory of mind, can be tested using a false belief test, a type of psychological test designed to assess young children’s ability to reason about other people's mental states and motivations. Specifically, the false belief test is meant to ascertain whether a child can understand that someone can hold a belief that is incorrect or does not align with reality. The ability to attribute mental states that contain false beliefs to other people is known as a false belief understanding.
While there are many versions of the false belief test, a common task is known as the Sally-Anne test, developed while researchers were studying the relationship between the theory of mind and autism. In the Sally-Anne test, children are introduced to Sally and Anne's two dolls, each with a basket and a box. Psychologists walk the study participants through a scenario involving the dolls, describing their actions at each step.
At the beginning of the false belief task, Sally puts a marble into her basket and leaves the room. While she is gone, Anne moves the marble into the box. When Sally returns to the room, the participant is asked where Sally will look for her marble first. Children pass the false belief test when they correctly assume that Sally will look for the marble in the basket since she has a false belief that it will be where she last left it.
Typically developing children can often pass a false-belief test by around four years of age. Passing false belief tasks indicates they can recognize and understand other people's beliefs and mental states, even when they have wrong beliefs, or beliefs that differ from their own. The false belief test is an essential indicator of the development of the theory of mind. However, some children develop a theory of mind more slowly, and some, particularly autistic children, have a limited capacity for theory of mind.
Passing the false belief task could also indicate that such an individual possesses stronger active-term memory capacity. Generally, the results from the Sally-Anne test help psychologists achieve ecological validity on the universality of the theory of mind.
Theory of minds and language
Language development and theory of mind are strongly correlated. In fact, some cognitive development studies suggest that communication skills and theory of mind development depend on one another. Language not only facilitates social interaction, but also the ability to understand complex or abstract ideas, such as those involving intention, belief, and truth values. Some psychologists hypothesize that these abstract concepts can only be understood if an individual has the linguistic capacity to think about them.
For example, “love” might be challenging to fully grasp if it were not made easily available through common language constructs. As such, theory of mind development often occurs right alongside language acquisition. Research also suggests that exposure to frequent communication can help young children develop a theory of mind, indicating a connection between speech, thought, and knowledge of the self and others.
The benefits for acceptance
Additionally, studies show that the language skills associated with theory of mind development can help children gain acceptance among their peers. In one meta-analysis, developmental psychology researchers found that young children who were cognizant of the beliefs, desires, and feelings of others achieved more social success. They explained the link between effective social interactions and an understanding of the mental state of others, noting that children high in theory of mind displayed solid communication skills, sensitivity, and responsiveness.
Unsurprisingly, the respective brain regions associated with theory of mind and language seem to work in tandem, further lending credence to the idea that these inform and support one another throughout human development. While studies regarding the relationship between the theory of mind and language are still ongoing, research indicates they are strongly correlated.
Retroactive interference also plays an active role in the relationship between the theory of mind and language. The concept considers instances where new experiences, languages, or learning conflict with existing patterns. Such situations may alter human memory, especially short-term memory, limiting the capacity to process information and theory of mind. While there is no ecological validity for this phenomenon, cognitive psychology recognizes the possibility of this change in humans.
False beliefs and mental health conditions
While neurotypical people may develop a capacity for theory of mind to some extent, some people have a limited capacity. In particular, individuals with autism spectrum disorders often have difficulty developing a theory of mind and may struggle to detect mental states in other people. While individuals vary widely, people with autism spectrum disorder have a more limited capacity for theory of mind than many peers. Some psychologists suggest that this difference is partly due to these people's difficulty relating to and modeling neurotypical behavior.
An important early study on the false belief understanding of children with autism was conducted in 1985, by researchers Simon Baron-Cohen, Alan M. Leslie, and Uta Frith. In the study, children with and without autism spectrum disorder were tested using a false belief task. Of the children with autism spectrum disorder, 80% failed their false belief tasks. According to the researchers, “Even though the mental age of the autistic children was higher than that of the controls, they alone failed to impute beliefs to others”.
Individuals diagnosed with schizophrenia may also have a limited capacity for theory of mind. People with this diagnosis often have difficulty interpreting the intentions, beliefs, and motivations of others. They may also have a diminished ability to reflect upon themselves objectively or consider third parties' perspectives and opinions.
Other conditions correlated with the theory of mind deficits include excessive alcohol use, depression, dysphoria, and developmental language disorder. In each case, a limited capacity for theory of mind often results in difficulty understanding and relating to others. Individuals with sharper long-term memory tend to display less capacity for theory of mind than people with more active short-term memory.
The philosophical roots of theory of mind
While the psychological concept of theory of mind in psychology developed throughout the 20th century, it also has much earlier roots in philosophy, including debates from the time of Rene Descartes. Today, philosophers continue to study and expand upon ideas related to theory of mind. One philosophical idea related to theory of mind is called theory-theory. The theory-theory proposes that young children naturally create theories to help them understand the behavior of others, in turn developing a basic understanding of psychology—a “folk psychology”. As they encounter new social situations, they revise and update these theories.
By contrast, simulation theory posits that individuals understand others' minds not by theorizing about them, but rather by simulating or internally replicating their mental states. For example, if you witness someone struggling to open a jar, simulation theory argues that you understand their frustration and effort not just by observing them, but by internally simulating the action and emotions involved.
Examine your theory of mind and emotions
Theory of mind can help individuals understand how they relate to others. If you find understanding the thoughts and motivations of others challenging, talking to a professional may be beneficial.
Some people face barriers to reaching out for in-person therapeutic services. In these cases, online therapy through a platform like BetterHelp can be a convenient option, as it allows you to meet with your therapist from the comfort of your home or anywhere you have an internet connection. When you sign up, you can get matched with a therapist, often within 48 hours.
How does the theory of mind affect communication during development?
As children grow and learn to communicate with others, the theory of mind in developmental psychology helps them explore language to communicate their mental state and feelings to those around them. In addition, children learn to pick up on cues that might indicate how someone else is feeling or what they might be thinking. Young children’s understanding of cognitive development allows them to form social skills and empathy and pick up on a person’s mental state in social interactions.
Children who struggle with the theory of mind, such as those with autism spectrum disorders or cognitive development challenges, may have difficulty understanding what others need or want from them. They may also struggle to socialize and communicate their boundaries or desires to their caregivers. Some children might assume that others are feeling the way they’re feeling or experiencing the same situations as them. They may form wrong beliefs about themselves and others in social interactions.
What are the challenges of the theory of mind?
People who have challenges with the theory of mind, such as those living with autism spectrum disorders (ASD), may not mentally develop at the same level as others. However, they may still exceed in other areas of function. When someone struggles to express their behaviors or understand their emotions, they may have difficulty expressing what they need from others. In the case of a child living with autism spectrum disorder, this deficit might look like assuming literal meaning from a teacher’s request, only performing one action requested, and struggling to pick up on context clues that suggest other areas they could learn from.
In child development, the theory of mind explores cognitive development and a child’s ability to partake in perspective-taking and false belief tasks. False belief tasks are tasks used in studies to understand how children form wrong beliefs about the type of knowledge others possess. For example, if they know there is a ball in the yard, they might assume another child also knows the ball is in the yard, and they might ask them to get the ball without instructing the child where it is. False belief tasks involve testing a child’s ability to form correct beliefs about a situation.
The candy box theory is an example of a false belief task in developmental psychology. In this case, the false belief task would be to show a child a candy box with pennies inside. The researcher then asks the child what another child would expect to be in the box to discern the child’s perspective-taking skills. Since young children’s understanding of false belief tasks is limited, they might say that other children would expect to see pennies inside. Older children have a false belief understanding and can often respond that another child would assume the box has candy since it is advertised as such, and they do not have the same perspective as the child who already knows what’s in the box.
How does the theory of mind help us understand others?
The theory of mind in social psychology allows people to pick up on the beliefs, intentions, emotions, and desires of others. For example, someone might use context clues from previous conversations with their friend to understand that their friend wants a break from their busy life. They might then offer to help their friend clean their house or buy them dinner to give them a night away from their stress.
People can also use the theory of mind to understand what motivates others. By picking up on another person’s thoughts and actions, they can learn about their personality and the reasons they make certain choices. For example, a person who constantly offers guidance, support, and care to those in their community might be motivated by altruistic means.
What affects the development of the theory of mind?
According to social psychology, the theory of mind typically takes place during early child development. Typically developing children, teens, and adults can develop their theory of mind through the following methods:
- Reading books about real-life experiences
- Learning psychology and philosophy
- Playing with other children
- Talking about emotions and thoughts with a loved one
- Learning the names of emotions
- Exploring the concept of cognitive distortions and unhealthy beliefs
- Learning about the signs that someone is lying or hiding their emotions
- Exploring how people may think about one topic or desire but outwardly express or talk about the opposite
- Perspective taking
- Exploring how people hold false beliefs about themselves or others
- Having in-depth conversations with others
- Learning about cognitive development in developmental psychology
- Learning about the differences between empathy, sympathy, and compassion
Why is the theory of mind important for referential communication?
Referential communication in developmental psychology is when someone uses context clues or the viewpoint of someone else to guide how they communicate with that person. For instance, they might notice that a person is uncomfortable with loud, grand, and excessive gestures, so they may make themselves more quiet and reserved around this person. The theory of mind in social psychology helps people make these inferences because the person can pick up on these cues. Someone who cannot pick up on social cues might continue to act in a way that makes others uncomfortable or doesn’t align with their viewpoint.
Does theory of mind improve with age in children?
According to social psychology studies, the theory of mind declines with age. Researchers aren’t sure why this decline occurs, but declining social interaction and social brain mechanisms in adults may play a part. Children spend a significant amount of time with their peers and family members, which may help them have more opportunities to practice the theory of mind and learn from the behaviors of others in social interactions. Adults may only have this opportunity at work or with friends, which may not be as often.
Older children, teens, and adults are considered better able to participate in perspective-taking, false belief tasks, and social inference than young children and babies. Autistic children and those who grow up with social anxiety may struggle with completing a false belief task or developing a theory of mind. The theory of mind has philosophical and psychological roots in social psychology, and theories of developmental psychology often primarily focus on children, so more research is needed to understand people’s mental states in adulthood.
What is the ability to consider what another person is thinking in false belief task?
The ability to know what another person might be thinking about your thoughts is called the theory of mind, which helps you pick up on social cues in social interactions. For example, you might be thinking about going to a movie and notice that your friend seems to be planning an outing for you two. You might infer from this observation that your friend will invite you to a movie later due to their observation of your frequent comments about wanting to go to the movies.
Young children might assume another person automatically has the same knowledge as them, regardless of context cues. For example, in false belief tasks like the candy box false belief task mentioned above, a child might assume their friend knows that there are pennies in the box. A child with theory of mind can read cues on people’s mental states to pick up on whether the other person knows there’s candy in the box or whether the other person is picking up on their own social cues to notice that they have information the person does not have about the false belief task.
False belief tasks measure theory of mind and perspective-taking. Autistic children may struggle with this skill later in life, continuing to struggle to understand that other people might not have the same information as them. A false belief understanding can be difficult for Autistic children to develop. In developmental psychology, this social difficulty or difficulty completing a false belief task can be a sign of autism that parents can look for when concerned about child development. A false belief task like the above is one way to test your child’s ability of perspective taking and their level of false belief understanding.
Do your minds and emotions deteriorate?
Theory of mind may deteriorate with age. However, researchers are not sure why this process occurs or if it occurs to everyone. Further studies are recommended to thoroughly examine the impact of age on the theory of mind. Child development research can also offer insight into how the theory of mind works. Often, a child’s developmental abilities grow as they age. Autistic children may struggle more in this area, experiencing different forms of child development than their peers. Autistic children may benefit from social skills support from a mental health professional, such as false belief tasks, social roleplay, and learning about the emotions of others.
When should theory of mind be developed?
Theory of mind is most commonly developed in early childhood, as early as three to four years old. At this age, researchers believe a child may be able to solve a false belief task successfully. The theory of mind and one’s ability to complete false belief tasks are often considered to be fully developed in early adulthood, although people may continue to learn and grow after this point. People who struggle with theory of mind might not develop at the same pace as others in their developmental group.
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