Theory of Mind: Theory of Mind: Autism as Mindblindness?Autism as Mindblindness?

Dr Jason LowDr Jason Low

School of PsychologySchool of Psychology

Victoria University of WellingtonVictoria University of Wellington

Georges de la Tour, Georges de la Tour, The Fortune TellerThe Fortune Teller

ToM and the full range of mental statesToM and the full range of mental states

Theory of mind is one quintessential ability Theory of mind is one quintessential ability that makes us humanthat makes us human

Test of Tom have been found to be Test of Tom have been found to be effective as markers of pervasive effective as markers of pervasive developmental disorders (e.g., autism)developmental disorders (e.g., autism)

Autism as mind-blindnessAutism as mind-blindness

1. Mental Physical Distinction1. Mental Physical Distinction

Wellman & Estes (1986)Wellman & Estes (1986)Listen to two storiesListen to two storiesA is thinking about a dog vs B is holding a dogA is thinking about a dog vs B is holding a dogWho can pat the dog?Who can pat the dog?

Baron-Cohen (1989): 3-4 yr olds vs. Baron-Cohen (1989): 3-4 yr olds vs. children with autism with vma of 4 yrschildren with autism with vma of 4 yrs

2. Appearance Reality Distinction2. Appearance Reality Distinction

Flavell, Green & Flavell (1986)Flavell, Green & Flavell (1986)Sponge-rockSponge-rock

Baron-Cohen (1989)Baron-Cohen (1989)3-4 yrs vs cwa (4yrs vma)3-4 yrs vs cwa (4yrs vma)Autism difficult with understanding different Autism difficult with understanding different

between subjective and objective realitybetween subjective and objective reality

3. First Order False Belief Tasks3. First Order False Belief Tasks

Inferring one person’s mental stateInferring one person’s mental state Unexpected ContentsUnexpected Contents Unexpected TransferUnexpected Transfer

Sally-Anne Experiment (Baron-Cohen et al., 1985)Sally-Anne Experiment (Baron-Cohen et al., 1985) Critical question: “Where will Sally look for her Critical question: “Where will Sally look for her

marble?”marble?” Problems: general intellectual understanding? Problems: general intellectual understanding?

Memory problems?Memory problems? Control groups: normal & downs + Where did Sally Control groups: normal & downs + Where did Sally

put the marble in the beginning? & Where is the put the marble in the beginning? & Where is the marble now?marble now?

4. Seeing leads to knowing4. Seeing leads to knowing

Where does knowledge come from, and Where does knowledge come from, and who knows what, and who doesn’t know who knows what, and who doesn’t know whatwhat

3 year olds grasp principle3 year olds grasp principleBaron-Cohen & Goodhart (1994) – autism Baron-Cohen & Goodhart (1994) – autism

at chance level onlyat chance level only

5. Production of range of mental state words5. Production of range of mental state words

CWA produce CWA produce fewer mental state fewer mental state words in their words in their spontaneous spontaneous description of description of picture stories picture stories (e.g., Baron-(e.g., Baron-Cohen et al., Cohen et al., 1986)1986)

6. Spontaneous pretend play6. Spontaneous pretend play

Lower frequency amongst cwa (e.g., Lewis Lower frequency amongst cwa (e.g., Lewis & Boucher, 1988)& Boucher, 1988)

7. Understanding how belief causes emotion7. Understanding how belief causes emotion

Emotions can be caused by situation Emotions can be caused by situation (falling over and crying)(falling over and crying)

But can also be caused by mental states But can also be caused by mental states (desires and beliefs)(desires and beliefs)

CWA with vma of 3 have difficulty with CWA with vma of 3 have difficulty with mental states as causes of emotion mental states as causes of emotion (Baron-Cohen, 1991)(Baron-Cohen, 1991)

8. Mentalistic interpretation of gaze8. Mentalistic interpretation of gaze

Baron-Cohen et Baron-Cohen et al. (1995)al. (1995)Which one is Which one is

Charlie going to Charlie going to take?take?

What is Charlie What is Charlie looking at? looking at?

9. 9. Physical sabotage and mental deceptionPhysical sabotage and mental deception

Sodian & Frith (1994)Sodian & Frith (1994)

10. Figurative speech10. Figurative speech

Baron-Cohen (1997)Baron-Cohen (1997)Metaphor, sarcasm, jokesMetaphor, sarcasm, jokes

11. Pragmatics11. Pragmatics

Sensitivity to speaker and listener mental Sensitivity to speaker and listener mental statesstates

Yes Bleed

12. Imagination12. Imagination

Draw a pretend looking person (e.g., a Draw a pretend looking person (e.g., a person with two heads).person with two heads).

Components of a Theory of MindComponents of a Theory of Mind

Mind-blindness or executive dysfunction?Mind-blindness or executive dysfunction?

Mechanism which enables the normal Mechanism which enables the normal person to shift attention flexibly, inhibit person to shift attention flexibly, inhibit stereotypical responses, generate goal stereotypical responses, generate goal directed behaviour and solve problems in directed behaviour and solve problems in a planful mannera planful manner

ToM correlates with tests of executive ToM correlates with tests of executive functioning (e.g., Tower of Hanoi)functioning (e.g., Tower of Hanoi)

Problems with a strong EFT accountProblems with a strong EFT account

Executive dysfunction Executive dysfunction occurs in a large number occurs in a large number of other clinical disorders of other clinical disorders (e.g., schizophrenia, (e.g., schizophrenia, OCD, Tourettes, anxiety OCD, Tourettes, anxiety disorder, ADHDdisorder, ADHD

A narrower executive A narrower executive dysfunction? – in autism dysfunction? – in autism there is a deficit in there is a deficit in disengaging from the disengaging from the salience of realitysalience of reality

But in a number of tests But in a number of tests where cwa have to where cwa have to disengage from reality, disengage from reality, the pass!the pass! Leslie’s False Leslie’s False

photograph testphotograph test

So what of ToM?So what of ToM?

ToM is not reducible to executive functionToM is not reducible to executive function EFT deficits may co-occur with mind-blindness EFT deficits may co-occur with mind-blindness

because both share same brain origins (frontal because both share same brain origins (frontal lobes)lobes)

Two cognitive deficits may be separately Two cognitive deficits may be separately responsible for different types of behaviours in responsible for different types of behaviours in autismautism

But EFT researchers point to modified false But EFT researchers point to modified false photo test with strong EFT demands (see photo test with strong EFT demands (see Russell, Saltmarsh, & Hill, 1999)Russell, Saltmarsh, & Hill, 1999)