TOM

Theory of Mind


Class:

I - Natural Selection

Neurolocalization:

medial prefrontal cortex

Neurochem Substrates:

Elicitors:

Outputs:

EPA Total Score: 36/100

Theoretical evidence consists of scientific theories from the evolutionary behavioral and biological sciences (or allied fields), discussion of theoretical selection pressures that may have shaped the EPA, and other theoretical arguments without empirical data. Game theory and computer/AI models also count as theoretical evidence. Well-supported EPAs should appear specially designed by evolution to solve specific adaptive problems throughout human history and could not have simply arisen by chance.

Flavell, J. H. (1988). The development of children’s knowledge about the mind: From cognitive connections to mental representations. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind (pp. 244-267). New York: Cambridge University Press.

Support score: 35 /100

Challenge score: 0 /100

Submitted by: DJGlass

Leekam, S., & Perner, J. (1991). Does the autistic child have a “metarepresentational” deficit? Cognition, 40, 203-218

Support score: 20 /100

Challenge score: 0 /100

Submitted by: DJGlass

Leslie, A. M. (1987). Pretense and representation: The origins of" theory of mind.". Psychological review, 94(4), 412.

Support score: 20 /100

Challenge score: 0 /100

Submitted by: DJGlass

Leslie, A. M., & Thaiss, L. (1992). Domain specificity in conceptual development: Neuropsychological evidence from autism. Cognition, 43(3), 225-251.

Support score: 30 /100

Challenge score: 0 /100

Submitted by: DJGlass

Scholl, B. J., & Leslie, A. M. (1999). Modularity, development and ‘theory of mind’. Mind & Language, 14(1), 131-153.

Support score: 10 /100

Challenge score: 0 /100

Submitted by: DJGlass

Wellman, H. M. (2011). The child's theory of mind. Cambridge, MA: MIT Press.

Support score: 10 /100

Challenge score: 0 /100

Submitted by: DJGlass

Theoretical Subscore: 60/60

Psychological evidence consists of empirical evidence drawn from the human behavioral sciences and consists of data from developmental, behavioral, perceptual, emotional, and cognitive studies, including surveys, experiments, quasi-experiments, and observational data. Well-supported EPAs should show reliable emotional, cognitive, behavioral, or perceptual outcomes under specified conditions.

Zaitchik, D. (1990). When representations conflict with reality: The preschooler’s problem with false beliefs and “false” photographs. Cognition, 35, 41-68.

Support score: 53 /100

Challenge score: 53 /100

Submitted by: DJGlass

Avis, J., & Harris, P. L. (1991). Belief?Desire Reasoning among Baka Children: Evidence for a Universal Conception of Mind. Child Development, 62(3), 460-467.

Support score: 40 /100

Challenge score: 0 /100

Submitted by: DJGlass

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21(1), 37-46.

Support score: 40 /100

Challenge score: 0 /100

Submitted by: DJGlass

Flavell, J. H. (1988). The development of children’s knowledge about the mind: From cognitive connections to mental representations. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind (pp. 244-267). New York: Cambridge University Press.

Support score: 35 /100

Challenge score: 0 /100

Submitted by: DJGlass

Flavell, J. H., Zhang, X. D., Zou, H., & Dong, Q. Qui. S.(1983). A comparison of the appearancereality distinction in the People's Republic of China and the United States. Cognitive Psychology, 15, 459-466.

Support score: 10 /100

Challenge score: 0 /100

Submitted by: DJGlass

Gardner, D., Harris, P. L., Ohmoto, M., & Hamazaki, T. (1988). Japanese children's understanding of the distinction between real and apparent emotion. International Journal of Behavioral Development, 11(2), 203-218.

Support score: 35 /100

Challenge score: 0 /100

Submitted by: DJGlass

Gopnik, A., & Slaughter, V. (1991). Young children’s understanding of changes in their mental states. Child Development, 62, 98-110.

Support score: 30 /100

Challenge score: 0 /100

Submitted by: DJGlass

Leekam, S., & Perner, J. (1991). Does the autistic child have a “metarepresentational” deficit? Cognition, 40, 203-218

Support score: 25 /100

Challenge score: 0 /100

Submitted by: DJGlass

Leslie, A. M., & Thaiss, L. (1992). Domain specificity in conceptual development: Neuropsychological evidence from autism. Cognition, 43(3), 225-251.

Support score: 30 /100

Challenge score: 0 /100

Submitted by: DJGlass

Perner, J. (1988). Developing semantics for theories of mind: From propositional attitudes to mental representation. In J. Astington, P. L. Harris, & D. Olson (Eds.), Developing theories of mind (pp. 141-172). Cambridge, UK: Cambridge University Press.

Support score: 10 /100

Challenge score: 0 /100

Submitted by: DJGlass

Wimmer, H., & Hartl, M. (1991). Against the Cartesian view of mind: Young children’s difficulty with own false beliefs. British Journal of Developmental Psychology, 9, 125-136.

Support score: 40 /100

Challenge score: 0 /100

Submitted by: DJGlass

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13(1), 103-128.

Support score: 10 /100

Challenge score: 0 /100

Submitted by: DJGlass

Psychological Subscore: 0/60

Medical evidence consists of evidence drawn from clinical data, observations, and case studies from disciplines including medicine, clinical psychology, and neuropsychology. Data on mental health, psychiatric disorders, neurological syndromes, epidemiology, physical health and mortality, and nutrition/exercise are all considered medical evidence.

Medical Subscore: 46/60

Physiological evidence consists of data pertaining to neuroanatomy, biochemistry, morphology, and other studies of human physiology or brain–behavior relationships. Physiological evidence supportive of EPAs includes neural structures, pathways, neurotransmitters, and so on.

There is currently no submitted Physiological evidence to support or challenge the existence of this EPA.

Curators can click here to add some.

Physiological Subscore: 0/60

Cross-cultural evidence consists of anthropological and ethnological data, psychological studies on human universals, and other evidence that compares or contrasts the EPA across different human cultures. Well-supported EPAs should be observable across cultures or vary predictably across cultures based on systematic differences consistent with theory.

Cross-Cultural Subscore: 55/60

Genetic evidence consists of data from behavioral/population genetics, molecular genetics, gene mapping studies, gene manipulation studies, and so on. Well-supported EPAs may show a genetic basis.

There is currently no submitted Genetic evidence to support or challenge the existence of this EPA.

Curators can click here to add some.

Genetic Subscore: 0/60

Phylogenetic evidence consists of comparative data from nonhuman species, both in the lab and in nature. Data from paleontology, cladistics, ethology, and comparative psychology are all phylogenetic evidence, especially if they show “related” traits in nonhuman species.

There is currently no submitted Phylogenetic evidence to support or challenge the existence of this EPA.

Curators can click here to add some.

Phylogenetic Subscore: 0/60

Hunter–gatherer evidence consists of data on prehistoric, historical, or extant hunter–gatherer cultures. Evidence that hunter–gatherers shared the trait with industrialized contemporary humans is supportive of the EPA, while evidence that the trait is/was not present in hunter–gatherer societies challenges the status of the trait as an EPA.

Hunter-Gatherer Subscore: 7/60