scholarly journals The Relationship between Theory of Mind and Intelligence: A Formative g Approach

2021 ◽  
Vol 9 (1) ◽  
pp. 11
Author(s):  
Ester Navarro ◽  
Sara Anne Goring ◽  
Andrew R. A. Conway
Keyword(s):  
Theory Of Mind ◽  
Latent Variable ◽  
Redundancy Analysis ◽  
Mental States ◽  
Cognitive Tasks ◽  
General Ability ◽  
Domain Specific ◽  
Alternative Approach ◽  
Psychometric Models ◽  
The Relationship

Theory of Mind (ToM) is the ability understand that other people’s mental states may be different from one’s own. Psychometric models have shown that individual differences in ToM can largely be attributed to general intelligence (g) (Coyle et al. 2018). Most psychometric models specify g as a reflective latent variable, which is interpreted as a general ability that plays a causal role in a broad range of cognitive tasks, including ToM tasks. However, an alternative approach is to specify g as a formative latent variable, that is, an overall index of cognitive ability that does not represent a psychological attribute (Kovacs and Conway 2016). Here we consider a formative g approach to the relationship between ToM and intelligence. First, we conducted an SEM with reflective g to test the hypothesis that ToM is largely accounted for by a general ability. Next, we conducted a model with formative g to determine whether the relationship between ToM and intelligence is influenced by domain-specific tasks. Finally, we conducted a redundancy analysis to examine the contribution of each g variable. Results suggest that the relationship between ToM and intelligence in this study was influenced by language-based tasks, rather than solely a general ability.

scholarly journals The Relationship between Theory of Mind and Intelligence: A Formative g Approach

2020 ◽  
Author(s):  
Ester Navarro ◽  
Sara Anne Goring ◽  
Andrew R. A. Conway
Keyword(s):  
Theory Of Mind ◽  
Latent Variable ◽  
Mental States ◽  
Language Ability ◽  
Cognitive Tasks ◽  
General Intelligence ◽  
General Ability ◽  
Alternative Approach ◽  
Psychometric Models ◽  
The Relationship

Theory of Mind (ToM) is the ability to understand that other people’s mental states may be different from one’s own. Psychometric models have showed that individual differences in ToM can largely be attributed to general intelligence (g) (Coyle et al., 2018). Most psychometric models specify g as a reflective latent variable, which is interpreted as a general ability that plays a causal role in a broad range of cognitive tasks, including ToM tasks. However, an alternative approach is to specify g as a formative latent variable, that is, an overall index of cognitive ability that does not represent a psychological attribute (Kovacs & Conway, 2016). Here we consider a formative g approach to the relationship between ToM and intelligence. First, we conducted SEM with reflective g to test the hypothesis that ToM is largely accounted for by a general ability. Next, we conducted SEM with formative g to determine whether the relationship between ToM and intelligence is more influenced by language ability (Study 1). Finally, we conducted a psychometric network analysis to examine associations among ToM and intelligence measures (Study 2). Results suggest that the relationship between ToM and intelligence is largely due to language-based factors, not a general ability.

scholarly journals Theory of Mind and Linguistic Acquisition

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Ronnie Goodwin
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Mental States ◽  
False Belief ◽  
Literal Interpretation ◽  
Cognitive Domains ◽  
Idiomatic Expressions ◽  
The Individual ◽  
The Relationship

Theory of Mind (ToM) is a conceptual theory that is credited with enabling individuals to anticipate the mental states of others, including their beliefs, desires, emotions, intentions, and additional emotive circumstances (Flavell, 2004). Linguistic acquisition is a natural development that begins to develop in children from birth and enables communication. The cognitive domains necessary to comprehend language is also required in order for the formation of ToM to develop. The interpretations made through ToM presumptions can contain the discernment of another’s false belief. In this context, the individual must be aware that the literal interpretation could be an inaccurate symbol or manufactured belief. This understanding requires a certain level of cognitive development in the child since the intention may be to signify something else and the child must be able to correctly process idiomatic expressions in order to accurately make ToM determinations (Caillies & Le Sourn-Bissaoui, 2008). This paper explores the relationship between ToM and linguistic acquisition in normally developing children, as well as those with various disabilities to ascertain the degree of cognitive development necessary in order to make ToM determinations. Exploration of this relationship reveals that linguistic and cognitive development are both essential in the construct of ToM perceptions in early childhood.

Knowledge is belief – and shaped by culture

2021 ◽  
Vol 44 ◽  
Author(s):  
Andrea Bender ◽  
John B. Gatewood
Keyword(s):  
Theory Of Mind ◽  
Mental States ◽  
The Relationship ◽  
Culture And Language ◽  
Representation Of Knowledge

Abstract Phillips and colleagues claim that the representation of knowledge is more basic than the representation of belief, presupposing them to be categorically distinct mental states with distinct evolutionary purposes. We argue that the relationship between the two is much more complex, is further shaped by culture and language, and leaves its mark on manifestations of theory of mind and teaching.

Self-perception and interpersonal peacefulness: the mediating role of theory of mind and harmony

2019 ◽  
Vol 11 (3) ◽  
pp. 180-199 ◽  
Author(s):  
Zahra Khayyer ◽  
Hamidreza Oreyzi ◽  
Karim Asgari ◽  
Sverker Sikström
Keyword(s):  
Theory Of Mind ◽  
Mental States ◽  
Content Type ◽  
Mediating Role ◽  
Wide Range ◽  
Relational Factors ◽  
Key Variables ◽  
Peace Psychology ◽  
The Relationship

Purpose A wide range of variables, including cognitive, emotional and relational factors, could affect the level of peacefulness. The purpose of this paper is to examine key variables (theory of mind (ToM) and harmony) that mediate the personality trait of peacefulness. Design/methodology/approach The participants were 182 university students recruited from three universities in Isfahan, Iran. Some different scales were applied in order to measure the intended peace variables. Findings The findings demonstrate that ToM, as the ability to attribute mental states, significantly mediates the association between interpersonal peacefulness and inhibition skill, interpersonal peacefulness and conflict resolution abilities, and interpersonal peacefulness and level of aggression. In addition, harmony mediates the relationship between intrapersonal peacefulness, hope, intrapersonal peacefulness and self-compassionate competency. Practical implications These findings indicate that peaceful feelings enable a person to provide more attention to the concerns of others and to relationship issues. Originality/value This an original type of study in the field of peace psychology.

scholarly journals Attachment and reflective function: Their role in self-organization

1997 ◽  
Vol 9 (4) ◽  
pp. 679-700 ◽  
Author(s):  
PETER FONAGY ◽  
MARY TARGET
Keyword(s):  
Theory Of Mind ◽  
Social Relationships ◽  
Mental States ◽  
Self Organization ◽  
Specific Reference ◽  
Intentional Stance ◽  
Reflective Function ◽  
Self Development ◽  
The Relationship

The paper traces the relationship between attachment processes and the development of the capacity to envision mental states in self and others. We suggest that the ability to mentalize, to represent behavior in terms of mental states, or to have “a theory of mind” is a key determinant of self-organization which is acquired in the context of the child's early social relationships. Evidence for an association between the quality of attachment relationship and reflective function in the parent and the child is reviewed and interpreted in the context of current models of theory of mind development. A model of the development of self-organization is proposed which has at its core the caregiver's ability to communicate understanding of the child's intentional stance. The implications of the model for pathological self-development are explored, with specific reference to the consequences of maltreatment.

Technical Efficiency, Managerial Ability and Farmer Education in Guatemalan Corn Production: A Latent Variable Analysis

1995 ◽  
Vol 24 (1) ◽  
pp. 36-46 ◽  
Author(s):  
N.G. Kalaitzandonakes ◽  
E.G. Dunn
Keyword(s):  
Technical Efficiency ◽  
Measurement Errors ◽  
Latent Variable ◽  
Corn Production ◽  
Explanatory Variables ◽  
Latent Variable Analysis ◽  
Alternative Approach ◽  
Key Variables ◽  
Farmer Education ◽  
The Relationship

In this study it is argued that conflicting empirical results on the relationship between technical efficiency and education may be in part attributable to difficulties in the measurement of key variables. Calculation of technical efficiency with three alternative frontier methods for a sample of Guatemalan corn farms resulted in significant differences both in the average technical efficiency of the sample and the efficiency rankings of individual farms. Furthermore, following two-step procedures where technical efficiency is regressed against a set of explanatory variables, it is shown that the choice of efficiency measurement technique can alter the importance of education as a contributing factor to increased technical efficiency. An alternative approach is presented for investigating the relationship between education and efficiency while accounting for difficulties in the measurement of conceptual variables and measurement errors.

scholarly journals Exploring the relationship between anthropomorphism and Theory-of-Mind in brain and behaviour

2020 ◽  
Author(s):  
Ruud Hortensius ◽  
Michaela Kent ◽  
Kohinoor Monish Darda ◽  
Laura Elizabeth Jastrzab ◽  
Kami Koldewyn ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
General Theory ◽  
Mental States ◽  
Brain Network ◽  
Bayesian Regression ◽  
Exploratory Experiment ◽  
Multi Method Approach ◽  
The Relationship ◽  
Method Approach

The process of understanding the minds of other people, such as their emotions and intentions, is mimicked when individuals try to understand an artificial mind. The assumption is that anthropomorphism, attributing human-like characteristics to non-human agents and objects, is an analogue to Theory-of-Mind, the ability to infer mental states of other people. Here, we test to what extent these two constructs formally overlap. Specifically, using a multi-method approach, we test if and how anthropomorphism is related to Theory-of-Mind using brain (Experiment 1) and behavioural (Experiment 2) measures. In a first exploratory experiment, we examine the relationship between dispositional anthropomorphism and activity within the Theory-of-Mind brain network (n = 108). Results from a Bayesian regression analysis showed no consistent relationship between dispositional anthropomorphism and activity in regions of the Theory-of-Mind network. In a follow-up, pre-registered experiment, we explored the relationship between Theory-of-Mind and situational and dispositional anthropomorphism in more depth. Participants (n = 311) watched a short movie while simultaneously completing situational anthropomorphism and Theory-of-Mind ratings, as well as measures of dispositional anthropomorphism and general Theory-of-Mind. Only situational anthropomorphism predicted the ability to understand and predict the behaviour of the film’s characters. No relationship between situational or dispositional anthropomorphism and general Theory-of-Mind was observed. Together, these results suggest that while anthropomorphism and Theory-of-Mind might share some overlap in certain situations, they are separate and possibly unrelated at the personality level. These findings point to a possible dissociation between brain and behavioural measures when considering the relationship between Theory-of-Mind and anthropomorphism.

The Development of Metacognitive Knowledge in Children and Adolescents

2015 ◽  
Author(s):  
Wolfgang Schneider ◽  
Elisabeth Löffler
Keyword(s):  
Early Childhood ◽  
Theory Of Mind ◽  
Children And Adolescents ◽  
Early Adolescence ◽  
Mental States ◽  
Metacognitive Knowledge ◽  
Self Control ◽  
Metacognitive Skills ◽  
Future Directions ◽  
The Relationship

This chapter aims at depicting the development of metacognitive knowledge from early childhood through early adolescence. Children’s ability to reflect on their mental states develops rapidly in early childhood, beginning around the age of three. Thus the chapter first discusses important precursors of metacognitive knowledge, in particular, the correct use of mental verbs and the development of a “theory of mind.” Subsequently, it highlights essential stages in the acquisition of declarative metacognitive knowledge, with an emphasis on knowledge about the effectiveness of different strategies. Next, it discusses how and when important aspects of procedural metamemory, that is, monitoring and self-control, develop in childhood and how they interact. It then discusses developmental trends in the relationship between metamemory and memory in more detail. Finally, it presents attempts to assess and foster metacognitive skills in applied settings and discusses possible future directions of research on the development of metacognition.

Researching the Origins of Knowledge about Mental States

1997 ◽  
Vol 2 (3) ◽  
pp. 202-215 ◽  
Author(s):  
Luca Surian
Keyword(s):  
Cognitive Development ◽  
Theory Of Mind ◽  
Experimental Studies ◽  
Children With Autism ◽  
Mental States ◽  
Intensive Study ◽  
Learning Mechanisms ◽  
Domain Specific ◽  
Theoretical Position ◽  
Selective Impairment

The development of knowledge about agents has recently been subject to intensive study, as witnessed by the burgeoning literature on children's theory of mind. This article focuses on two central issues in the literature: the early emergence and the selective impairment of understanding of mental states. Experimental studies on both normal and deviant development (in children with autism) are reviewed. It is argued that the available evidence is consistent with a theoretical position that assumes domain-specific constraints and specialized learning mechanisms in cognitive development.

Theory of Mind and Humanoid Robots From a Lifespan Perspective

2018 ◽  
Vol 226 (2) ◽  
pp. 98-109 ◽  
Author(s):  
Antonella Marchetti ◽  
Federico Manzi ◽  
Shoji Itakura ◽  
Davide Massaro
Keyword(s):  
Early Childhood ◽  
Theory Of Mind ◽  
Everyday Life ◽  
Humanoid Robots ◽  
Mental States ◽  
Human Robot Interaction ◽  
Human Beings ◽  
Robot Interaction ◽  
Late Adulthood ◽  
The Relationship

Abstract. This review focuses on some relevant issues concerning the relationship between theory of mind (ToM) and humanoid robots. Humanoid robots are employed in different everyday-life contexts, so it seems relevant to question whether the relationships between human beings and humanoids can be characterized by a mode of interaction typical of the relationships between human beings, that is, the attribution of mental states. Because ToM development continuously undergoes changes from early childhood to late adulthood, we adopted a lifespan perspective. We analyzed contributions from the literature by organizing them around the partition between “mental states and actions” and “human-like features.” Finally, we considered how studying human–robot interaction, within a ToM context, can contribute to our understanding of the intersubjective nature of this interaction.

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