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Journal articles on the topic 'Theory of mind'

To see the other types of publications on this topic, follow the link: Theory of mind.

Author: Grafiati

Published: 4 June 2021

Last updated: 22 June 2024

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1

Smukler, David. "Unauthorized Minds: How “Theory of Mind” Theory Misrepresents Autism." Mental Retardation 43, no. 1 (February 2005): 11–24. http://dx.doi.org/10.1352/0047-6765(2005)43<11:umhtom>2.0.co;2.

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2

Barrett, Justin L. "From theory of mind to divine minds." Trends in Cognitive Sciences 15, no. 6 (June 2011): 244–45. http://dx.doi.org/10.1016/j.tics.2011.03.008.

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3

Chung, Jaesik. "Gregory Bateson’s Aesthetic Circuits of the Mind." Criticism and Theory Society of Korea 23, no. 2 (June 18, 2018): 93–117. http://dx.doi.org/10.19116/theory.2018.23.2.93.

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4

Brosow, Frank. "TRAP-Mind Theory." Journal of Didactics of Philosophy 4, no. 1 (March 1, 2020): 14–33. http://dx.doi.org/10.46586/jdph.2020.9570.

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The TRAP-Mind-Theory introduces a problem-oriented technique of philosophizing, based on the results of empirical research in cognitive psychology. Philosophizing is understood as the mental activity in which philosophical education is applied. In order to learn how to philosophize, students must perform the mental processes that philosophizing is all about. Those processes can be identified by making use of empirical findings of cognitive psychology. The observance of those findings leads to the matrix of contemplation, a model with three areas and four levels. People develop their thoughts to the next level by adding reasons (for themselves, others or all people) to the results of the current one. Reasons and considerations get tested by using the 5C-criteria (clarity, correlation, consistency, completeness, comparison). By breaking down the complex process of philosophizing into these steps, philosophizing with children and grown-ups becomes possible, teachable, and evaluable.

5

Leudar, Ivan, Alan Costall, and Dave Francis. "Theory of Mind." Theory & Psychology 14, no. 5 (October 2004): 571–78. http://dx.doi.org/10.1177/0959354304046173.

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6

Stuart, Jonathan. "Theory of mind." New Scientist 218, no. 2922 (June 2013): 31. http://dx.doi.org/10.1016/s0262-4079(13)61556-0.

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7

Frith, Chris, and Uta Frith. "Theory of mind." Current Biology 15, no. 17 (September 2005): R644—R645. http://dx.doi.org/10.1016/j.cub.2005.08.041.

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8

Carlson, Stephanie M., Melissa A. Koenig, and Madeline B. Harms. "Theory of mind." Wiley Interdisciplinary Reviews: Cognitive Science 4, no. 4 (March 18, 2013): 391–402. http://dx.doi.org/10.1002/wcs.1232.

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9

Seo, Young Yi. "Monistic Theory of Human Mind-Moral Mind : Experiential Reading of Noh Susin"s Mind Theory." Journal Of pan-Korean Philosophical Society 91 (December 31, 2018): 75–101. http://dx.doi.org/10.17745/pkps.2018.12.91.75.

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10

Berube, Michael. "A Theory of Theory of Mind." American Scientist 101, no. 2 (2013): 148. http://dx.doi.org/10.1511/2013.101.148.

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11

FRITH, C. D. "Schizophrenia and theory of mind." Psychological Medicine 34, no. 3 (April 2004): 385–89. http://dx.doi.org/10.1017/s0033291703001326.

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We suspect that people have an everyday theory of mind because they explain and frequently talk about the behaviour of others and themselves in terms of beliefs and desires. Having a theory of mind means that we believe that other people have minds like ours and that we understand the behaviour of these others in terms of the contents of their minds: their knowledge, beliefs and desires. But how can we demonstrate experimentally that people are using their theory of mind to predict the behaviour of others. This problem is particularly acute in the case of animals or young human children when they do not have language. Dennett (1978) discussing Premack & Woodruff's (1978) seminal paper ‘Does the chimpanzee have a theory of mind?’, suggested that the use of false beliefs to explain behaviour would provide convincing evidence. When their belief is true (i.e. corresponds to the actual state of the world) we can explain peoples' behaviour on the basis of the state of the world without needing to know about their beliefs. This ambiguity does not arise when the belief is false. The first experiment to use this approach was published by Wimmer & Perner (1983). They showed that at around 4 years of age a child knows that Maxi will look for his chocolates where Maxi believes them to be, even though the child knows that this belief is false because he has seen Maxi's mother moving the chocolates. In the English-speaking world the task involving Maxi and the chocolates has become the Sally-Anne task (see this issue, Lee et al. 2004).

12

Rumyantseva, E. E. "Theory of mind and neurocognitive functioning in schizophrenia." Клиническая и специальная психология 4, no. 3 (2015): 77–85. http://dx.doi.org/10.17759/cpse.2015040306.

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The aim of this work was to study the problem of interrelation between theory of mind and neurocognitive functioning in schizophrenia. Tasks: analysis of the literature on the problem of interrelation of theory of mind and neurocognitive functioning in schizophrenia. Subject of research: interrelation of theory of mind and neurocognitive functioning. Research hypothesis: the state of the mental model correlated with neurocognitive functioning. Registered a decline in the functioning of theory of mind in schizophrenia. It is known that hypofrontality in schizophrenia determines the reduction of social perception. A number of authors allocate structures in the brain, providing mental models: regions of the medial prefrontal cortex and posttemporal areas, including the temporo parietal region. Some studies found relationship between the theory of mind and memory, executive functions. However, there are studies, which has not been found the interrelation between theory of mind and neurocognitive functioning. Nonetheless, some studies concluded that currently there is no consensus about the influence of neurocognitive functioning on the theory of mind in schizophrenia.

13

Rubia-Vila, Francisco José. "The Theory of Mind." ANALES RANM 135, no. 02 (December 30, 2018): 141–45. http://dx.doi.org/10.32440/ar.2018.135.02.rev05.

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14

Hatfield, Gary. "Descartes’s Theory of Mind." International Philosophical Quarterly 45, no. 1 (2005): 124–27. http://dx.doi.org/10.5840/ipq200545170.

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15

Thompson, Manley. "Kant’s Theory of Mind." International Studies in Philosophy 17, no. 3 (1985): 80–81. http://dx.doi.org/10.5840/intstudphil198517321.

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16

Bernstein, Daniel M. "Lifespan Theory of Mind." Zeitschrift für Psychologie 226, no. 2 (April 2018): 85–86. http://dx.doi.org/10.1027/2151-2604/a000324.

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17

ANDERSON, OLIVER D. "Graph Theory Mind-Grinders." Teaching Mathematics and its Applications 10, no. 2 (1991): 74–81. http://dx.doi.org/10.1093/teamat/10.2.74.

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18

Yoshida, Wako, Ray J. Dolan, and Karl J. Friston. "Game Theory of Mind." PLoS Computational Biology 4, no. 12 (December 26, 2008): e1000254. http://dx.doi.org/10.1371/journal.pcbi.1000254.

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19

Liszkowski, Ulf. "Using Theory of Mind." Child Development Perspectives 7, no. 2 (January 29, 2013): 104–9. http://dx.doi.org/10.1111/cdep.12025.

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20

de Maré, Patrick, and Roberto Schöllberger. "A Theory of Mind." Group Analysis 39, no. 1 (March 2006): 65–71. http://dx.doi.org/10.1177/0533316406062086.

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21

Verschure, Paul F. M. J. "Smolensky's theory of mind." Behavioral and Brain Sciences 13, no. 2 (June 1990): 407. http://dx.doi.org/10.1017/s0140525x00079474.

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22

Allen, Josephine R., and Kristofer Kinsey. "Teaching Theory of Mind." Early Education & Development 24, no. 6 (August 2013): 865–76. http://dx.doi.org/10.1080/10409289.2013.745182.

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23

Astington, Janet Wilde, and Terri Barriault. "Childrenʼs Theory of Mind." Infants & Young Children 13, no. 3 (January 2001): 1–12. http://dx.doi.org/10.1097/00001163-200113030-00005.

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24

Yergeau, Melanie, and Bryce Huebner. "Minding Theory of Mind." Journal of Social Philosophy 48, no. 3 (September 2017): 273–96. http://dx.doi.org/10.1111/josp.12191.

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25

Müller,, Ulrich, and Willis F. Overton. "Action Theory of Mind and Representational Theory of Mind: Is Dialogue Possible?" Human Development 41, no. 2 (1998): 127–33. http://dx.doi.org/10.1159/000022573.

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26

전현희. "Chutzu's Theory of Human Mind and Moral Mind." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 31 (March 2011): 289–319. http://dx.doi.org/10.35504/kph.2011..31.011.

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27

Jolley, N. "Descartes's Concept of Mind; Descartes's Theory of Mind." Philosophical Review 114, no. 1 (January 1, 2005): 118–22. http://dx.doi.org/10.1215/00318108-114-1-118.

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28

Bohl, Vivian, and Nivedita Gangopadhyay. "Theory of mind and the unobservability of other minds." Philosophical Explorations 17, no. 2 (July 30, 2013): 203–22. http://dx.doi.org/10.1080/13869795.2013.821515.

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29

Dant, Tim. "In two minds: Theory of Mind, intersubjectivity, and autism." Theory & Psychology 25, no. 1 (November 13, 2014): 45–62. http://dx.doi.org/10.1177/0959354314556526.

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30

Jung, Kyunghoon. "A Theoretical Ground of Neuropsychoanalysis I: Visiting the Concepts of Drive with Freud, Lacan, Damasio, Panksepp, and Solms." Criticism and Theory Society of Korea 27, no. 3 (October 31, 2022): 139–78. http://dx.doi.org/10.19116/theory.2022.27.3.139.

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Psychoanalysis and neuroscience are the same in that both study the mind, although their methodologies are different. Neuropsychoanalysis, which makes integrative approaches to them, is needed for the mind studies. The paper attempts to explore the neuropsychoanalytic concept of drive by examining the drive-related theories of Freud, Lacan, Damasio, Panksepp, and Solms. According to Freud, drive arises from somatic sources and operates at the unconscious level. Affects, emotions, and feelings are based on drives, but they are felt and realized at the conscious levels. He focuses only on the psychological due to the intellectual limitations of his times but makes it clear that the sources of drive are somatic. Lacan refuses to attend to the physical source of drive. For Damasio, feelings arise primarily from the physical sources, and the feelings include background/primitive feelings, primary emotion feelings, and secondary emotion feelings. Feelings are fundamental to the mind and accompany emotions. Freud’s drive and Damasio’s feeling concepts are similar in that they indicate the basic energy of the mind arising from the somatic. Panksepp presents four major emotional systems on the ground of the sources of feelings within intrinsic brain functions. Solms follows Panksepp’s ideas. For both Damasio and Panksepp, feelings/emotional systems emerge from somatic sources, and the sources are a variety of neural circuits and neurochemicals. If we can fill with Damasio’s and Panksepp’s similar ideas of neural circuits and neurochemicals the somatic sources that Freud left blank, we can think of the neuropsychoanalytic concept of drive.

31

Kobayashi Frank, Chiyoko. "Reviving pragmatic theory of theory of mind." AIMS Neuroscience 5, no. 2 (2018): 116–31. http://dx.doi.org/10.3934/neuroscience.2018.2.116.

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32

Hobson, R. Peter. "Against the theory of ‘Theory of Mind’." British Journal of Developmental Psychology 9, no. 1 (March 1991): 33–51. http://dx.doi.org/10.1111/j.2044-835x.1991.tb00860.x.

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33

Feldman, Carol Fleisher. "The New Theory of Theory of Mind." Human Development 35, no. 2 (1992): 107–17. http://dx.doi.org/10.1159/000277138.

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34

Kimbrough, Erik O., Nikolaus Robalino, and Arthur J. Robson. "Applying “theory of mind”: Theory and experiments." Games and Economic Behavior 106 (November 2017): 209–26. http://dx.doi.org/10.1016/j.geb.2017.10.008.

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35

Tsoukalas, Ioannis. "Theory of Mind: Towards an Evolutionary Theory." Evolutionary Psychological Science 4, no. 1 (August 7, 2017): 38–66. http://dx.doi.org/10.1007/s40806-017-0112-x.

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36

Hoogenhout, Michelle, and Susan Malcolm-Smith. "Theory of mind predicts severity level in autism." Autism 21, no. 2 (August 19, 2016): 242–52. http://dx.doi.org/10.1177/1362361316636758.

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We investigated whether theory of mind skills can indicate autism spectrum disorder severity. In all, 62 children with autism spectrum disorder completed a developmentally sensitive theory of mind battery. We used intelligence quotient, Diagnostic and Statistical Manual of Mental Disorders (4th ed.) diagnosis and level of support needed as indicators of severity level. Using hierarchical cluster analysis, we found three distinct clusters of theory of mind ability: early-developing theory of mind (Cluster 1), false-belief reasoning (Cluster 2) and sophisticated theory of mind understanding (Cluster 3). The clusters corresponded to severe, moderate and mild autism spectrum disorder. As an indicator of level of support needed, cluster grouping predicted the type of school children attended. All Cluster 1 children attended autism-specific schools; Cluster 2 was divided between autism-specific and special needs schools and nearly all Cluster 3 children attended general special needs and mainstream schools. Assessing theory of mind skills can reliably discriminate severity levels within autism spectrum disorder.

37

GÄRDENFORS, PETER. "Mind-reading as Control Theory." European Review 15, no. 2 (April 4, 2007): 223–40. http://dx.doi.org/10.1017/s1062798707000233.

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In contrast to other animals, humans are good at mind-reading in the sense that they can represent the contents of the minds of others. In this article, the competence for inter-subjectivity is divided into representing the emotions, the attention, the intentions and the beliefs and knowledge of others. Recent attempts to exploit control theory for modelling various cognitive functions are discussed and it is outlined how this modelling approach can be combined with the analysis of inter-subjectivity.

38

Tarricone, Pina. "From a copy theory of mind to a quasi-constructivist theory of mind." Journal of Applied Developmental Psychology 35, no. 1 (January 2014): 58–60. http://dx.doi.org/10.1016/j.appdev.2013.08.001.

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39

Bodden, Maren, Dorothee Kübler, Susanne Knake, Katja Menzler, Johannes Heverhagen, Jens Sommer, Elke Kalbe, Sören Krach, and Richard Dodel. "Comparing the neural correlates of affective and cognitive theory of mind using fMRI: Involvement of the basal ganglia in affective theory of mind." Advances in Cognitive Psychology 9, no. 1 (March 31, 2013): 32–43. http://dx.doi.org/10.5709/acp-0129-6.

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40

Buckwalter, Wesley. "Mind-Brain Dichotomy, Mental Disorder, and Theory of Mind." Erkenntnis 85, no. 2 (July 28, 2018): 511–26. http://dx.doi.org/10.1007/s10670-018-0038-0.

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41

Florio, S., and S. Shapiro. "Set Theory, Type Theory, and Absolute Generality." Mind 123, no. 489 (January 1, 2014): 157–74. http://dx.doi.org/10.1093/mind/fzu039.

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42

Stone, Valerie E., Simon Baron-Cohen, and Robert T. Knight. "Frontal Lobe Contributions to Theory of Mind." Journal of Cognitive Neuroscience 10, no. 5 (September 1998): 640–56. http://dx.doi.org/10.1162/089892998562942.

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“Theory of mind,” the ability to make inferences about others' mental states, seems to be a modular cognitive capacity that underlies humans' ability to engage in complex social interaction. It develops in several distinct stages, which can be measured with social reasoning tests of increasing difficulty. Individuals with Asperger's syndrome, a mild form of autism, perform well on simpler theory of mind tests but show deficits on more developmentally advanced theory of mind tests. We tested patients with bilateral damage to orbito-frontal cortex (n = 5) and unilateral damage in left dorsolateral prefrontal cortex (n = 5) on a series of theory of mind tasks varying in difficulty. Bilateral orbito-frontal lesion patients performed similarly to individuals with Asperger's syndrome, performing well on simpler tests and showing deficits on tasks requiring more subtle social reasoning, such as the ability to recognize a faux pas. In contrast, no specific theory of mind deficits were evident in the unilateral dorsolateral frontal lesion patients. The dorsolateral lesion patients had difficulty only on versions of the tasks that placed demands on working memory.

43

Sebastián, Miguel Ángel. "Consciousness and Theory of Mind: a Common Theory?" THEORIA. An International Journal for Theory, History and Foundations of Science 31, no. 1 (February 17, 2016): 73–89. http://dx.doi.org/10.1387/theoria.14091.

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Many philosophers and scientists have argued that the difference between phenomenally conscious states and other kind of states lies in the implicit self-awareness that conscious states have. Higher-Order Representationalist (HOR) theories, attempt to explain such a self-awareness by means of a higher-order representation. Consciousness relies on our capacity to represent our own mental states, consciousness depends on our Theory of Mind. Such an ability can, at least conceptually, be decomposed into another two: mindreading and metacognition. In this paper I will argue that consciousness cannot depend on mindreading. The tenability of HOR theories depends, therefore, on the relation between mindreading and metacognition. I analyze several views on such a relation and argue that none of them seem to be a plausible option for HOR theories.

44

Moawad, Ruba Abdelmatloub. "The Development of Theory of Mind in Saudi Children." Journal of Cognition and Culture 22, no. 1-2 (March 11, 2022): 164–78. http://dx.doi.org/10.1163/15685373-12340128.

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Abstract Theory of Mind is considered a person’s ability to understand his or her own mind and the minds of others, it includes a social-cognitive skill with implications for many aspects of children’s life, such as social competence, peer acceptance and early success in school. The aims of this research were to study the development of Theory of Mind and to investigate differences in the performance of Theory of Mind tasks across age groups and by gender in Saudi children. 264 children, ranging from 3–12 years of age, participated in this study and were divided into three age groups. A Theory of Mind task battery was conducted individually, and the overall results indicated age and gender differences among our participants, as girls perform better than boys, and the older age groups perform better than they younger groups.

45

Gál, Zita, Katalin Katona, Karolina Janacsek, and Dezső Németh. "Theory of mind in offenders." Pszichológia 34, no. 3 (September 2014): 289–310. http://dx.doi.org/10.1556/pszicho.34.2014.3.5.

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46

Owen, David, and Daniel E. Flage. "David Hume's Theory of Mind." Philosophical Review 101, no. 4 (October 1992): 858. http://dx.doi.org/10.2307/2185937.

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47

이영의. "Issues of Extended Mind Theory." Sogang Journal of Philosophy 31, no. ll (November 2012): 29–54. http://dx.doi.org/10.17325/sgjp.2012.31..29.

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48

酒, 艳红. "The Theory of Mind Wandering." Advances in Social Sciences 10, no. 06 (2021): 1454–58. http://dx.doi.org/10.12677/ass.2021.106200.

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49

Petric, Domina. "The Knot Theory of Mind." Open Journal of Medical Psychology 11, no. 01 (2022): 1–11. http://dx.doi.org/10.4236/ojmp.2022.111001.

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50

Kashiwagura, Akihiro. "Zhanran’s Theory of Mind Only." Journal of Indian and Buddhist Studies (Indogaku Bukkyogaku Kenkyu) 69, no. 1 (December 25, 2020): 208–13. http://dx.doi.org/10.4259/ibk.69.1_208.

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