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There is more to mind reading than having theory of mind concepts : new directions in theory of mind research

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Samson, Dana [UCL] Apperly, Ian A. [University of Birmingham, UK]

For more than 30 years, researchers have focused on the important transition that children undergo between the ages of 3 and 5, when they start to solve mind-reading problems that require reasoning about complex mental states, such as beliefs. The main question for debate has been whether, during that transition, children acquire new concepts about how the mind works (i.e. a more sophisticated 'theory of mind') or whether their more general cognitive abilities improve and help them deal with the general task demands. Recently, researchers have started to explore mind-reading abilities in individuals outside of the classic 3-5 age span, showing early theory of mind abilities in ever-younger children and infants, but also far from flawless performance in adults. In this article, we show how the results of these two new lines of research converge on the idea that there is more to mind reading than having theory of mind concepts: there are various processes required to efficiently implement theory of mind concepts in our reasoning, and there may be, in fact, multiple mind-reading routes available. We then highlight the emergent new directions for future research. Copyright (C) 2010 John Wiley & Sons, Ltd.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès mixte
Publication date 2010
Language Anglais
Journal information "Infant and Child Development" - Vol. 19, no. 5, p. 443-454 (2010)
Peer reviewed yes
issn 1522-7227
e-issn 1522-7219
Publication status Publié
Affiliations UCL - SSH/IPSY - Psychological Sciences Research Institute
UCL - SSS/IONS/COSY - Systems & cognitive Neuroscience
UCL - SSS/IONS - Institute of NeuroScience
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Bibliographic reference Samson, Dana ; Apperly, Ian A.. There is more to mind reading than having theory of mind concepts : new directions in theory of mind research. In: Infant and Child Development, Vol. 19, no. 5, p. 443-454 (2010)
Permanent URL http://hdl.handle.net/2078.1/87579