thinking about thinking: disclosures assessing foundations ... · –she is a consultant for...

Thinking about Thinking:

Assessing Foundations for Social-Emotional

Development

Carol Westby, PhD, CCC-SLP

Bilingual and Multicultural Services

Albuquerque, NM

[email protected]

Disclosures

• Financial

– Carol Westby receives an honorarium for this workshop.

– She is a consultant for Bilingual Multicultural Services in

Albuquerque, NM

• Nonfinancial

– She has edited an issue of Topics in Language Disorders on

theory of mind

– She has a chapter on theory of mind and literacy in children

with hearing loss in a book, Promoting Language and Literacy

in Children who are Deaf or Hard of Hearing by Mary Pat

Moeller

Objectives

• Summarize current research documenting neural bases

for emotional understanding and Theory of Mind

• Describe the developmental stages of ToM from infancy

through adolescence

• Assess ToM skills in children from infancy through

adolescence

Thinking about Thinking

Pragmatic-Theory of Mind Relationships

Pragmatic Competence:

Dealing with language and its use in the given

context

ToM Competence:

Dealing with the mental & emotional states that may help explain such

use of language

Kronenberger, W.G., & Pisoni, D.B. (2019). Neurocognitive functioning in deaf children with cochlear implants. In H. Knoors & M. Marschark (Eds.). Evidence-based practices in deaf education (pp. 363-396). New York: Cambridge University Press.

CELF-5 Pragmatics Profile

• Using rituals

• Following conversational rules

– Making/responding to greetings to/from others

– Beginning/end conversations

– Observing turn-taking rules in the classroom or in social

interactions

– Maintaining eye contact/gaze

– Introducing appropriate topics of conversation

• Understanding humor/jokes

• Participation

• Giving/asking for information

• Understanding/expressing complex interactions

• Awareness/use of prosodic cues

• Sharing/responding to reactions

• Reading/using body language

How often does the

student demonstrate the

skill:

• Never/almost never

• Sometimes

• Often

• Always or almost

always

mailto:[email protected]

TOPICC

Adams, C., Lockton, E., Gaile, J., & Freed, J.

(2011). TOPICCal applications: Assessment of

children’s conversation skills. Speech and

Language Therapy in Practice, Spring, 7–9.

http://research.bmh.manchester.ac.uk/scip/topicc.pdf

3 marked evidence of that behavior across

conversation; makes a marked impact on

the interaction

2 makes a moderate but still significant

impact on the interaction

1 is noticeable occasionally but makes only

a slight impact on the interaction

0 is never observed and the behavior is

typical of mature interaction style

https://www.escholar.manchester.ac.uk/uk-ac-man-scw:83594

Classic Definition of Theory of Mind

The ability to attribute mental

states— beliefs, intents, desires,

pretending, knowledge, etc. —to

oneself and others and to

understand that others have

beliefs, desires, and intentions that

are different from one's own

Cognitive Theory of Mind

Premack, D., G., & Woodruff, G. (1978). “Does the chimpanzee have a

theory of mind?” Behavioral and Brain Sciences, 1, 515-526.

Classic Assessment of Cognitive ToM

False Beliefs Contents (pass)

https://www.youtube.com/watch?v=I0zTg65aaCY

Gopnik, A., & Arlington, J.W., (1988). Children’s understanding of representational

change and its relation to the understanding of false belief and the appearance-reality

distinction. Child Development, 59, 26-37.

Classic Assessment of Cognitive ToM

Sally-Anne False Belief Location (fail)

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a `theory of

mind'? Cognition, 21, 37-46.

Affective Theory of Mind

Shamay-Tsoory, S., et al (2010). The role of the orbitofrontal cortex in affective theory of mind

deficits in criminal offenders with psychopathic tendencies. Cortex, 46, 668-677.

Walter, H. (2012). Social cognitive neuroscience of empathy: Concepts, circuits, and genes.

Emotion Review, 4, 9–17.

• Affective cognitive ToM (Cognitive empathy):

• Awareness and reflection on one’s own emotions

• Ability to recognize or infer what others are feeling

(understanding the emotions of others cognitively)

• Affective empathy: drive to respond appropriately to

others’ emotions

Cognitive ToM

Shamay-Tsoory, S., & Aharon-Peretz, J. (2007). Dissociable prefrontal networks for cognitive and affective

theory of mind: A lesion study. Neuropsychologia, 45, 3054-3067.

Shamay-Tsoory, S., et al (2010). The role of the orbitofrontal cortex in affective theory of mind deficits in

criminal offenders with psychopathic tendencies. Cortex, 46, 668-677.

Affective Cognitive ToM (Cognitive Empathy)

Shamay-Tsoory, S., & Aharon-Peretz, J. (2007). Dissociable prefrontal networks for cognitive and

affective theory of mind: A lesion study. Neuropsychologia, 45, 3054-3067.

Shamay-Tsoory, S., et al (2010). The role of the orbitofrontal cortex in affective theory of mind deficits

in criminal offenders with psychopathic tendencies. Cortex, 46, 668-677.

Cognitive False Belief

Shamay-Tsoory, S., Tibi-Elhanany, Y., &

Aharon-Peretz, J. (2007). The ventromedial

prefrontal cortex is involved in understanding

affective but not cognitive theory of mind

stories. Social neuroscience, 1, 149-166,

Joe and Anna are setting the table for a festive

dinner at the dining room. Anna pours Joe a glass

of water, but some water spills on his new shirt.

Joe says: ‘‘It’s nothing, I will change the shirt later.’’

Anna puts the glass on the table and goes to look

for a paper towel to dry Joe’s shirt. When she

leaves the dining room, Joe takes his handkerchief

and dries the shirt and the table. Anna peeks into

the dining room, sees what Joe is doing, and so

she doesn’t bring a paper towel. Anna returns to

the dining room.

1. What does Joe think that Anna thinks about the

shirt’s condition, when she returns to the dinning

room?

2. What does Anna think of the shirt’s condition?

3. What is the shirt’s condition?

4. What were Joe and Anna doing?

Affective False Belief

Shamay-Tsoory, S., Tibi-Elhanany, Y., &

Aharon-Peretz, J. (2007). The ventromedial

prefrontal cortex is involved in understanding

affective but no cognitive theory of mind

stories. Social neuroscience, 1, 149-166,

Joe and Anna are setting the table for a festive

dinner at the dining room. Anna pours Joe a glass

of water, but some water spills on his new shirt.

Joe says: ‘‘It’s nothing, I will change the shirt

later.’’ Anna puts the glass on the table and goes

to look for a paper towel to dry Joe’s shirt. When

she leaves the dining room, Joe gets furious about

the wet shirt and kicks the table. Anna peeks into

the dining room, sees what Joe is doing and feels

guilty. Anna comes back to the dining room.

1. What does Joe think that Anna feels about the

wet shirt, when she returns?

2. What does Anna think Joe feels about the wet

shirt?

3. How does Joe feel?

4. What were Joe and Anna preparing for?

Interpersonal

Cognitive ToM

• Mary plays a trick on

Sam, whose favorite

snack is M&Ms. Mary

puts M&Ms in toothpaste

box and puts box on

Sam’s table.

• What did Sam think was

inside the toothpaste box

before opening it?

Intrapersonal

Cognitive ToM

• Ask child if he/she prefers for

a snack M&Ms or toothpaste.

C says M&Ms and is then

handed a wrapped box. C

unwraps and sees

toothpaste box. C opens box

and finds M&Ms.

• What did you think was

inside the toothpaste box

before opening it?

Lucariello, J., Le Donne, M., Durand, T., & Yarnell, L, (2006). Social and intrapersonal

theory of mind. In A. Antonietti, Liverta-Sempio, & Antonella Marchetti (Eds.), Theory of

mind in language and developmental contexts. (pp. 149-171). New York: Springer.

Interpersonal

Affective ToM

• How did Sam feel about

what was inside the box

before opening it?

Intrapersonal

Affective ToM

• How did you feel about

what was inside the box

before opening it?

Lucariello, J., Le Donne, M., Durand, T., & Yarnell, L, (2006). Social and intrpersonal theory

of mind. In A. Antonietti, Liverta-Sempio, & Antonella Marchetti (Eds.), Theory of mind in

language and developmental contexts. (pp. 149-171). New York: Springer.

IntrapersonalAffective Cognitive

Reflect on one’s

own emotions

Regulate one’s

own emotions

and motivation

InterpersonalAffective Cognitive

Recognize

emotions of

others

Infer emotions

of others

Infer behavior

based on

emotions

Types of

Theory of Mind

Cognitive Affective

Interpersonal

Understand that

others can have

thoughts,

beliefs, desires

different than

my own

Infer mental

states of others

Infer behavior

based on

thoughts

Intrapersonal

Reflect on one’s

own mental

states

Plan one’s

behavior

Use

metacogntive

learning

strategies

Intrapersonal

Reflect on

one’s own

mental states

Plan one’s

behavior

Use

metacognitive

learning

strategies

Affective

Empathy

Empathize with

others

Metacognition:

Intrapersonal Cognitive ToM

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of

cognitive-developmental inquiry. American Psychologist, 34, 906-911.

Emotions in context

Vermeulen, P. (2009). Autism as context blindness. AAPC Publishing.

Data has a cognitive ToM

https://www.youtube.com/watch?v=zQoJOAbAsRM

But…

Data does not have an affective ToM

Friendship involves all aspects of ToM

Sheldon tries to approach friendship using his intrapersonal

cognitive ToM https://www.youtube.com/watch?v=k0xgjUhEG3U

Deficits in Intrapersonal Affective ToM

https://www.youtube.com/watch?v=-QhZLQsJg9U

Cognitive intrapersonal ToM: I know that in books, foxes are usually bad.

Cognitive interpersonal ToM: The goose doesn’t know the fox is there but we do. We

know fox’s intention is to eat a goose and duck.

Affective interpersonal ToM: We realize that goose is nervous/worried.

Affective empathy: We might feel worried/frightened for goose and duck.

Affective intrapersonal: I remember 3 of my ducks that were killed by predators.

Neural Networks Subserving ToM

Cognitive ToM Affective ToM

Abu-Akel, A., & Shamay-Tsoory, A., (2011). Neuroanatomical and neurochemical bases of theory of mind.

Neuropsychologia, 49, 2971-2984.

Shamay-Tsoory, S., et al (2010). The role of the orbitofrontal cortex in affective theory of mind deficits in

criminal offenders with psychopathic tendencies. Cortex, 46, 668-677.

think, know, believe feel (emotions)

Dorsal

lateral

prefrontal

Dorsal

medial

prefrontal

Temporal

parietal

junction

Inferior

lateral

frontal

Ventral

medial

prefrontal

Orbital

frontal

Neural Networks Facial Processing

• Inferior occipital gyri

– Early perception of facial

features

• Fusiform gyri

– Invariant aspects of faces

– Facial identification

• Superior temporal sulci (STS)

– Changeable aspects of

faces

– Perception of eye gaze,

expression, lip

movements

Pelphrey, K.A., Perlman, S.B., & Vander Wyk, B.C. (2013). Brain mechanisms for social perception dysfunction in

autism. In M.A. Just & K.A. Pelphrey (Eds.), Development and brain systems in autism (151-178). New York: Psychology

Press.

Ward, J. (2012). The student’s guide to social neuroscience. New York: Psychology Press.

Intrapersonal ToM

• Cortical Midline

structures

– Medial prefrontal

– Anterior, middle,

posterior cingulate

– Precuneus

Evaluative and self-reflective aspects of self

Kana, R.K., et al (2013). Neural representations of self versus other: Lessons from autism. In

M.A. Just & K.A. Pelphrey (Eds.), Development and brain systems in autism (pp. 179-201). New

York: Psychology Press.

Northoff, G., et al (2006). Self-referential processing in our brain – a meta-analysis of imagining

studies on the self. NeuroImage, 31, 440-457.

Insula

Affective Empathy

Limbic system

Inferior frontal

Amygdala

Shamay-Tsoory, S., et al (2010). The role of the orbitofrontal cortex in affective theory of

mind deficits in criminal offenders with psychopathic tendencies. Cortex, 46, 668-677.

Walter, H. (2012). Social cognitive neuroscience of empathy: Concepts, circuits, and genes. Emotion Review, 4, 9–17.

Mirror Neuron System

A mirror neuron is a neuron that fires both when an animal acts

and when the animal observes or hears the same action

performed by another. Thus, the neuron "mirrors" the behavior of

the other, as though the observer were

itself acting.

• Visual mirror neurons

• Auditory mirror neurons

Rizzolatti, G., et al. (1996) Premotor cortex and the recognition of motor actions. Cognitive Brain

Research 3 131-141.

Iacoboni, M., Woods, R.P., et al (1999). Cortical mechanisms of human Imitation. Science 286,

2526–2528.

Keysers, C., & Gazzola, V.(2010). Social neuroscience: Mirror neurons recorded in humans.

Current Biology 20, 353–354.

http://www.scholarpedia.org/article/File:Mirror_Neurons_f3.gif

Mirror neurons & emotional contagion

https://www.youtube.com/watch?v=IAbTDlVTIqE

Affective cognitive ToM

2-year old watching a movie

and crying because a

dinosaur fell down

https://www.youtube.com/watch?v=E_-CRP_B1Zs

Beaudoin, C. et al., (2020). Systematic review and inventory of theory of mind measures for young children.

Frontiers in Psychology, 10, 2905. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6974541/

ATOMS: Abilities in Theory of Mind Space ToM in Communication Disorders

• All aspects of ToM significantly affected

• Cognitive ToM tends to develop in children with high-functioning autism or Asperger

Autism

• Delays in development of most aspects of ToM

• Fewer mental state & emotional words than typical children

Language Impairment

• May have delays in ToM development

• Higher levels of inter- and intrapersonal ToM affected

• Particular deficits in intrapersonal ToM for self-regulation of behavior and emotions

Attention Deficit

Hyperactivity Disorder

ToM in Communication Disorders

• Delays in cognitive ToM (particularly for Deaf of hearing parents)

• Reduced affective ToM: Poor identification of emotions and recognizing causes of emotions

Deafness

• Delays in cognitive ToM

• Delays, ongoing difficulties with affective ToM

• Difficulties identifying emotion in tone of voice

Blindness

• Deficits in accurately recognizing negative emotions

• ToM deficits in affective empathy often most marked

Abuse/

Neglect

Development of Theory of Mind

Infant/toddler foundations

Primary & secondary

intersubjectivity

Preschool foundations

Symbolic skills (play & language)

1st order ToM

Predicting what

someone is thinking/ feeling

2nd order ToM

Predicting/

knowing what one person

thinks another person

thinks/feels

Higher order ToM

Lies

Figurative language

Sarcasm

Infant/Toddlers Foundations of ToM:

Birth – 17 monthsAttunement: Foundation for ToM

• Affective coordination between the gestures and expressions of the

infant and those of caregivers with whom they interact

• Likely related to mirror neurons

Gaze following: Foundation for ToM

https://www.youtube.com/watch?v=JkkJrqKnmcw&list=PL8XV

POU-7gtyLcPGoqo2Qx0tnTEpmk3_4&index=3

Affective cognitive ToM: Referencing

• Borrowing the perspective

of another person

• Using other’s reactions as

a reference point

• Determining the emotional

meaning of an unfamiliar

person or object

https://www.youtube.com/watch?v=h_UHkFUzHQA

Conversation/Coordination

Referencing while engaging in ongoing interaction

https://www.youtube.com/watch?v=9FhImmxcwbs&list=PL8XVPOU-7gty78Z5rhTa-

PAoQ78cJirKT&index=5

Coordination/Coregulation

• Taking regulatory actions to preserve coordination during parallel and complementary activities

• Referencing while engaged in ongoing activity

Preschool ToM Foundations:

(18 months – 5/6 years)

• Development of Symbolic Skills/Mental Representations

– Sense of self

– Pretend play

– Developing descriptive and narrative language

Intrapersonal Cognitive ToM: Sense of Self

Uddin, L.Q. (2011). The self in autism: An emerging view from neuroimagining. Neurocase, 17,

201-208.

Rochat, P. (2003). Five levels of self-awareness as they unfold in life. Consciousness and

Cognition, 12, 717-731.

https://www.youtube.com/watch?v=M2I0kwSua44

Interpersonal Cognitive ToM

Recognizing likes & dislikes of others

https://www.youtube.com/watch?v=GhJJPnSqU_k&index=

6&list=PL8XVPOU-7gtyUhWZ9A8T0eSrogadvX7CF

Intrapersonal Cognitive ToM: Pretend Play

• A step to theory of mind

• Awareness of

pretend/ideas/thoughts of self and

eventually others

• Taking on roles involves making

inferences essential for

comprehension

Goldstein, T.R., & Winner, E. (2012). Enhancing empathy and theory of mind. Journal of Cognition &

Development, 13, 19-37.

Kavanaugh, R.D (2011). Origins and consequences of social pretend play. In. A. Pellegrini (Ed.),

The Oxford handbook of the development of play (pp. 296-307). New York: Oxford University Press.

Leslie, A.M. (1994). Pretending and believing: Issues in the theory of ToMM. Cognition, 50, 211-238.

Pretend Play: 19-22 months

Pretend on dolls/puppets/stuffed animals

Inter and Intrapersonal Cognitive and Affective

ToM: Taking on roles in pretend play

Affective ToM: Identifying Nonsocial Universal Emotions

happy

sad

mad

surprised

disgusted

afraid

Affective ToM: Associating Emotions

(nonsocial) and Situations

Michalson, L., & Lewis, M. (1985). What do children know

about emotions and when do they know it. In M. Lewis &

C. Saarni (Eds.), The socialization of emotions. New York:

Plenum.

Affective ToM: Understanding diverse desires

Tom hates lettuce Peter likes lettuce very much

2 persons have different desires about the same object

Pons, R. Harris, P., & M. de Rosnay (2004). Emotion comprehension between 3-11

years : Developmental periods and hierarchical organization. European Journal of

Developmental Psychology, 1, 127-152

Tom Peter

NIMH Child Emotional Faces

http://devepi.duhs.duke.edu/NIMH_Pictures.html

Cognitive ToM: Diverse Beliefs

Linda wants to find her cat. Her cat might be hiding in the bushes or it

might be hiding in the garage. Where do you think the cat is? In the

bushes, or in the garage? (own-belief question)

If child chooses bushes: “Well, that a good idea, but Linda thinks her

cat is in the garage. So where will Linda look for her cat?”

Cognitive ToM: Knowledge Access

“Here’s a chest. What do you think is inside the drawer?” Open the drawer and show child the

contents: Let’s see. There’s a toy duck inside.

“Jim has never seen inside this drawer. Does Jim know what is inside this drawer?” (target

question) “Did Jim see inside the drawer?” (memory question)

Wellman, H.M. & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75, 523-541.

https://successforkidswithhearingloss.com/wp-content/uploads/2014/09/The-Theory-of-Mind-Scale.pdf

Cognitive ToM:

Talking about mental states

Westby, C.E., & Wilson, D.J. (2016). Reading the world: Supporting theory of mind development in

deaf or hard-of-hearing students. In M.P. Moeller, D.J. Ertmer, & S. Stoel-Gammon (Eds.), Promoting

language and literacy development in children who are deaf or hard of hearing (pp. 297-328).

Baltimore: Brookes.

Affective ToM:

Talking about feelings



language and literacy development in children who are deaf or hard of hearing (pp. 297-328).

Baltimore: Brookes.

Affective Cognitive ToM:

Interpreting character feelings



Language and Literacy Development in Children Who are Deaf or Hard of Hearing (pp. 297-328.

Baltimore: Brookes.

The Language of ToM

Character When Feeling Why

Farmer Brown The cows left a note Surprised Because cows

can’t type

Farmer Brown The cows went on

strike

Mad/angry/furious Because he did not

have milk to sell

The cows Farmer Brown

wouldn’t give them

blankets

Upset Because they were

cold

Autobiographical Memory

• Memory of autobiographical events (times, places

associated emotions, and other contextual knowledge)

that can be explicitly stated

• Properties of autobiographical memory:

– Semantic: Knowing is more factual

– Episodic: Remembering is a feeling that is

located in the past

• Involves intrapersonal Theory of Mind

– Sense of subjective (emotional) self in time

Anger, M., et al., (2019). Positive effect of visual cuing in episodic memory and episodic future thinking in

adolescents with autism spectrum disorder. Frontiers in Psychology, 10, 1-12.

Fivush, R. (2011). The development of autobiographical memory. Annual Review of Psychology, 2, 559-582.

Weigle, T.W., & Bauer, P.J. (2000). Deaf and hearing adults’ recollections of childhood and beyond. Memory,

8, 293-309.

AFFECTIVE

Feelings,

emotional states

COGNITIVE

Knowing facts & details

Autobiographical Memory:

Space Mountain

Quotes about AM from adults with ASD

• I don't have any personal memories. I just remember everything semantically.

• I have next to no memory at all.

• I have only a few memories which I can recollect well. Most other things I forget or become a blur.

• I remember very intricate sensory details…particularly visual and tactile details.

• I remember things I saw or heard, but not what I did.

• If it’s the same temperature/weather outside on a certain day, I might remember something that happened to me…but usually only when the exact same conditions are present.

Autistic adults commenting on the quality of their episodic memories (Hutchins, Prelock, & Lewis, 2019)

Quotes about AM

from adult with hearing loss

• Everything gets confused or muddled together, mushed together. I

have a vague idea of where I was but when people talk about actual

specific places, like a highlight of a trip, it didn’t really stick with me.

All the camping trips we took became one big camping trip even if

they didn’t happen in the same year.

• Every once in a while there is like a splinter of a memory that comes

in. It just pops up out of nowhere. I didn’t even know it was there. I

remember remembering, but the memories are not connected;

they’re like floating unattached. How do you capture a memory that

doesn’t have a time or place to attach it to. It’s just free floating.

Brien, A., Hutchins, T., & Westby, C. (in press). Autobiographical memory in ASD, ADHD, hearing

loss, and childhood trauma: Implications for social communication intervention. LSHSS.

Eliciting Semantic & Episodic Memory

Semantic Memory Episodic Memory

Who is one of your friends? Tell me about something you have done that was exciting.

What is the name of your favorite

superhero/TV/movie?

Tell me about your first day of school.

Where do you go to school? Describe something you did at school this past week.

What is your teacher’s name? Tell me about something you and your friend play at recess.

What grade are you in? Tell me about a time you were scared.

Where do you live? (After looking a photos or a video) Tell me about a time you saw

those animals in real life.

Evaluating Autobiographical Memories

• Recall accuracy

• Recall detail

• Recall amount

• Perspective (first person or observer)

• Elicitation (free or cued recall)

First person Observer Michaelian, K., & Sutton, J. (2019). Collective mental time travel: Remembering the past and

imagining the future together. Synthese, 196, 4933–4960.

Assessing Episodic Memory (8-12 Years)

• Autobiographical interview: generate details about a past or

future event in response to a cue word

– Describe a specific time a few months in the past that you

think of when you hear…

– Imagine a time in the next few months the word … makes you

think of:

• Words

– Positive: friend, easy

– Negative: naughty, tired

– Neutral: bath, book

Terrett, G., Rendell, P.G., et al (2013). Episodic future thinking in children with autism spectrum disorder.

Journal of Autism and Developmental Disorders, 43(11), 2558-68.

(Dr. Who’s tardis time machine)

Deficits in mental time travel for the future may

explain behavioral inflexibility in autism

Cognitive/Affective Intrapersonal ToM

Regulating Behavior: The Marshmallow Test

Mischel, W. (2014). The marshmallow test. Little, Brown.

https://www.youtube.com/watch?v=Yo4WF3cSd9Q

First Order Interpersonal ToM: 4-5 years

• Predicting/knowing what another

person thinks/feels

I’m scared. I

hope I win the

contest.

I think I’ve

practiced

enough

First Order Intrapersonal ToM: 4-5 years

• Thinking about what I know/don’t know; how I feel

I don’t understand

what the teacher

wants

I’m getting

frustrated

First Order Cognitive Interpersonal ToM

Predicting/knowing what someone else is thinking/feeling

False Belief Task

https://www.youtube.com/watch?v=RibbgbQ6wbk

First Order Affective Interpersonal ToM: False Belief

Belief influences emotions

How does the rabbit feel?

Happy

Alright

Angry

Scared

Pons, R., Harris, P., & de Rosnay, M. (2004). Emotion comprehension between 3-11 years:

Developmental periods and hierarchical organization. European Journal of Developmental

Psychology, 1, 127-152.

Affective Intrapersonal ToM: Regulating Emotions




Affective Intrapersonal ToM:

Regulating Emotions




Photo of friend

Photo of rabbit

Affective Intrapersonal ToM: Regulating EmotionsIntrapersonal Affective ToM:

Emotion Regulation/Hiding Emotions

Brinton, B., Spackman, M., Fujiki, M., & Ricks,

J. (2007). What should Chris say? The ability of

children with specific language impairment to

recognize the need to dissemble emotions in

social situations. Journal of Speech, Language,

Hearing Research, 50, 798–811.

Mixed Emotions

Kim is looking at the new

bicycle she has just gotten for

her birthday. But at the same

time, Kim thinks she might fall

off and get hurt because she

has never ridden a bicycle

before.

How does Kim feel?

Happy

Sad and scared

Happy and scared

Scared

Social Emotional Evaluation

Point to the face that is surprised

Wiig, E. (2008). Social emotional evaluation. Greenville, SC: Super Duper

Social Emotional Evaluation (nonsocial emotion)

Wiig, E. (2008). Social emotional evaluation. Greenville, SC: Super Duper.

Social Emotional Evaluation (nonsocial emotion)

Wiig, E. (2008). Social emotional evaluation. Greenville, SC: Super Duper.

Second order: Interpersonal ToM

Wow, you’re

doing a

fantastic job!

Pons,R. Harris, P., & M. de Rosnay (2004). Emotion comprehension between 3-11 years :

Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1,

127-152

Wellman, H.M. & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75, 523-541.

Predicting/knowing what one

person thinks another person

thinks/feels

Second-Order False Belief (Cognitive Interpersonal ToM)

• John and Mary are together in the park. In

the park there is also an ice cream man in

his van.

• Mary would like to buy an ice cream but

she has left her money at home. She is

very sad. “Don’t be sad,” says the ice

cream man, “You can fetch your money

and buy some ice cream later. I’ll be here

in the park all afternoon.” “Oh, good,” says

Mary, “I’ll be back in the afternoon to buy

some ice cream. I’ll make sure I won’t

forget my money then.”

Second-order False Belief (Cognitive Interpersonal ToM)

• So Mary goes home…. She lives in this house. She goes

inside the house. Now John is on his own in the park. To

his surprise he sees the ice cream man leaving the park

in his van. “Where are you going?” asks John. The ice

cream man says, “I’m going to drive my van to the

church. There is no one in the park to buy ice cream; so

perhaps I can sell some outside the school.”

• The ice cream man drives over to the school. On his way

he passes Mary’s house. Mary is looking out of the

window and spots the van. “Where are you going?” she

asks. “I’m going to the school. I’ll be able to sell more ice

cream there,” answer the man. “It’s a good thing I saw

you,” says Mary. Now John doesn’t know that Mary

talked to the ice cream man.

Second-Order False Belief (Cognitive Interpersonal ToM)

• Now John has to go home. After lunch he

is doing his homework. He can’t do one of

the tasks, so he goes over to Mary’s house

to ask for help. Mary’s mother answers the

door. “Is Mary in?” asks John. “Oh,” says

Mary’s mother, “She’s just left. She said

she was going to get an ice cream.”

• Test question: So John runs to look for

Mary. Where does he think she has gone?

• Justification question: Why does he think

she has gone to the____?

Theory of Mind Inventory-2

https://www.theoryofmindinventory.com/

Theory of Mind Inventory-2

https://www.theoryofmindinventory.com/

Parent Rating of the Adolescent

Adolescent Self-Rating

Theory of Mind Inventory

Tom Task Battery

Tiffany L. Hutchins, Ph.D.

Patricia A. Prelock, Ph.D., CCC-SLP

[email protected]

REV: 2/16/13

The Theory of Mind Task

Battery http://www.theoryofmindinventory.com/task-battery/

2nd Order Intrapersonal ToM: 5-7 years

I’m so

embarrassed

.

Social emotions: awareness of one’s own feelings and how they are based on what they think others think of them

Social Emotions

• Social emotions - depend upon the thoughts, feelings or actions of other people

– Embarrassment

– Guilt

– Shame

– Jealousy

– Envy

– Pride

• Children with ASD can cite examples of pride, guilt, embarrassment; but stereotyped, less personal, e.g.,

– Pride: finish homework, win game

– Guilt: stealing cookies, running away

– Embarrassment: being teased

Hobson, R.P. (2014). Autism and emotion, In F.R. Volkman, et al (Eds.) Handbook of autism

and pervasive developmental disorders, Vol. 1. Hoboken, NJ Wiley.

Not Understanding Jealousy

Social Language Elementary: Making Inferences

Pretend you are this boy.

What are you thinking?

What do you see that tells you

what he’s thinking?

Pretend you are this girl.




Bowers, L, Husingh, R., & LaGiudice, C., (2010). Social language development test

elementary. Pro-Ed.

Social Language Adolescent

Pretend you are this girl (beige

sweater, left).



what she’s thinking?

Pretend you are this man .




Bowers, L, Husingh, R., & LaGiudice, C., (2010). Social language

development test adolescent. Pro-Ed.

Counterfactual Reasoning

• Thinking about how an event might have turned out differently

– Envision a different future – future mental time travel

• Enables us to learn from our mistakes

If I hadn’t been texting, I

wouldn’t have wrecked the car.

If I turned off my phone in the

car, I wouldn’t be tempted to

use it.

Counterfactual Reasoning

• Types of counterfactual reasoning:

– Subtractive: “If only I had not done….”

• Narrowly confined to undoing elements from the

original situation

– Additive: “If only I had done….”

• Involve the imagination and increased creativity and

flexibility with regard to future situations.

• Changes with age:

– Children with high-functioning ASD had increased

subtractive reasons

– Control children had increased additive reasons

The Hatchet

by

Gary Paulsen

Begeer, S., Terwogt, M.M., Lunenburg, P., Stegge, J. (2009). Brief report: Additive and subtractive

counterfactual reasoning of children with high-functioning autism spectrum disorders. Journal of Autism

and Developmental Disorders, 39 (11), 1593-1597.

Effects of Counterfactual Reasoning

Counter-factual

reasoning

Emotion reflection

Behavior regulation

Beck, S.R., Weisberg, D.P., Burns, P., &

Riggs, K.J. (2014). Conditional reasoning

and emotional experience: A Review of the

development of counterfactual thinking.

Studia Logica, 102, 673–689

Noel, K. (2913). Social problem solving: Making best plans. Chippewa Falls, WI: The Cognitive Press.

Telling Your Story

9 year-old with Asperger

Persons with autism spectrum disorders have greater

deficits in personal narratives than fictional narratives

likely due to deficits in autobiographical memory

Visual Cues for AM

autumn winter spring summer

Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug

Holidays

Timelines

Anger, M., et al. (2019). Positive effect of visual cuing in episodic memory and episodic future

thinking in adolescents with autism spectrum disorder. Frontiers in Psychology, July 9.

Visual Cues for AM

What colors, sounds, smells, tastes, tactile feelings were associated with the event?

What when where who took part

How did you feel at this point? 6-point Likert-like scale

Higher Order ToM: 7 + years

• Predicting/knowing what person A

thinks that person B thinks that person

C thinks…

• Awareness that a person can say one

thing but be thinking something else,

e.g.,

– Lies: He knows that they think he

will lie.

– Figurative language

– Sarcasm and Faux Pas

Multiple Levels of ToM

Liddle, B., & Nettle, D. (2006). Higher-order theory of mind and social competence in

school-age children. Journal of Cultural and Evolutionary Psychology, 4, 231-246.

Multiple Levels of ToM

• ToM level 1

– Anna thinks Ben has bought mom some perfume

– Anna knows Ben has bought mom some flowers

• ToM level 4

– Ben thinks that Anna believes that he knows that

mom wants perfume for her birthday.

– Bens thinks that Anna knows that he knows that

mom wants flowers for her birthday.

Liddle, B., & Nettle, D. (2006). Higher-order theory of mind and social competence in

school-age children. Journal of Cultural and Evolutionary Psychology, 4, 231-246.

Higher Order ToM: Learning to Lie

Telling an effective lie requires understanding what the listeners

know and what they likely believe.

Higher Order ToM: Recognizing Lies

https://www.youtube.com/watch?v=Ul77QUu9hrU

Higher Order ToM: Lies

Cognitive

• Stealing your friend's

iPad and then telling

him you haven't seen

it and have no idea

where it is.

Affective

• One day, Anna accidentally

knocks over and breaks her

mother’s favorite vase. When

her mother finds out she will

be very cross! So when

Anna’s mother comes home

and sees the broken vase

and asks Anna what

happened, Anna says, “The

dog knocked it over.”

Happe, F.G.E. (1994). An advance test of theory of mind: Understanding story character’s thoughts and

feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and

Developmental Disorders, 24(2), 129-153.

White Lie (Affective ToM)

One day Aunt Jane came to visit Peter. Now

Peter loves his aunt very much, but today she is

wearing a new hat; a new hat which Peter thinks

is very ugly indeed. Peter thinks his aunt looks

silly in it, and much nicer in her old hat. But when

Aunt Jane asks Peter, ‘‘How do you like my new

hat?’’ Peter says, ‘‘Oh, it’s very nice’’.

1. Was it true what Peter said?

2. Why did he say it?

O’Hare, A.E., Bremner, L, Nash, M, Happe, F., & Pettigrew, L. (2009). A clinical

assessment tool for advanced theory of mind performance in 5 to 12 year olds. Journal of

Autism & Developmental Disorders, 39, 916-928.

Self Presentational Lie

Goal is to enhance other’s evaluation of self

• Julie is playing with her friends next to a very high

wall. They all climb on top of the wall. Julie climbs

on the wall as well. Julie is very scared about being

on the wall because she’s frightened of falling off

and hurting herself. But when they all get down and

the other children say, “Did you enjoy climbing on

the wall?” Julie says, “Yes, I loved climbing on the

wall.”

– Why does Julie say to the other children that

she loved climbing on the wall?

Banerjee, R. (2002). Children’s understanding of self-presentational behavior: Links with mental-state

reasoning and the attribution of embarrassment. Merrill-Palmer Quarterly, 48, 378-404.

Data lacks figurative language

Burn the midnight oil

Requires an understanding of the context

and the speaker’s intent

https://www.youtube.com/watch?v=HiIlJaSDPaA

Figurative language/Double meanings Theory of Mind: Faux Pas

• James bought Richard a toy airplane for his birthday. A few

months later, they were playing with it, and James

accidentally dropped it. "Don‘t worry" said Richard, "I never

liked it anyway. Someone gave it to me for my birthday."

• Did someone say something he/she should not have said?

• What did he/she say that should not have been said.

• What did James give Richard for his birthday?

• Did Richard remember James had given him the toy airplane

for his birthday?

Baron-Cohen, S., O’Riordan, M., Stone, V., Jones, R., & Plaisted, K., (1999). Recognition of

faux pas by normally developing children and children with Asperger Syndrome or high-

functioning autism. Journal of Autism and Developmental Disorders, 29, 407-418.

Faux Pas

Must recognize that the comments are hurtful to the

listener, but the speaker did not intend to be hurtful.

https://www.youtube.com/watch?v=dffCCSb1JCo

Learning to understand sarcasm

https://www.youtube.com/watch?v=4fJSxbVSKLw

Higher Order ToM: Cognitive Sarcasm

Joe went into the bank manager’s

office and couldn’t find anywhere to

sit down because all the chairs were

occupied with documents and

folders. An unorganized pile of letters

and documents were randomly set

on the table. Joe said to the bank

manager: ‘‘Your office is so tidy!’’

Shamay-Tsoory, S., Tibi-Elhanany, Y., & Aharon-Peretz,

J. (2007). The ventromedial prefrontal cortex is involved

in understanding affective but not cognitive theory of

mind stories. Social neuroscience, 1, 149-166,

1. Why did Joe say that?

2. Did Joe think the office was tidy?

3. Was the office tidy?

4. Which office did Joe go to?

Higher Order ToM: Affective Sarcasm

Joe’s dad was supposed to pick him

up after chess club at 6 p.m. By the

time he recalled that he had to pickup

his son, it was 7 p.m. Dad found Joe

standing tired and frightened out in

the rain. When they got home, Joe

was crying and told his mom what had

happened. Mom said: ‘‘You are such a

good father!’’

Shamay-Tsoory, S., Tibi-Elhanany, Y., & Aharon-

Peretz, J. (2007). The ventromedial prefrontal

cortex is involved in understanding affective but

not cognitive theory of mind stories. Social

neuroscience, 1, 149-166.

1. Why did mom say that?

2. Did mom think dad was a good father?

3. Was dad a good father on this

occasion?

4. What kind of club did Joe attend?

Do you think she means what she’s saying? Why did she say that?

Wiig, E. (2008). Social emotional evaluation. Greenville, SC: Super Duper

The girl and boy are going on a picnic. It is the

boy’s idea. He says it will be a lovely sunny

day. But when they get the food out, big storm

clouds come. It rains and the food gets all wet.

The girl says: ‘‘It’s a lovely day for a picnic.’’

Theory of Mind: Sarcasm

Peterson, C., Wellman, H., Slaughter, V. (2012) The mind behind the message: Advancing theory-of-

mind scales for typically developing children, and those with deafness, autism or Asperger Syndrome.

Child Development; 83, 469-485.

Theory of Mind: SarcasmPass (shows explicit awareness

of discrepancy between literal

and intended meaning

• She’s being sarcastic

• She doesn’t mean it

• Because it’s an idiom

• She tricked him

• Its her way of telling him she is upset

• Just to make up a little joke

• She is saying politely that she is not

happy

• Because she is a smart aleck

• Because she is meaning ‘‘Why tell me it

was nice?’’

Fail (no evidence of perceiving

nonliteral meaning)

• Because it is sunny [raining]

• She likes rain [picnics] ⁄We need rain

• She wants to play in the puddles

• Because she got wet

• Because he lied to her

• She thought it was sunny ⁄ did not see clouds

• She’s cross

• To tell him off

• Because it’s not sunny

• So he doesn’t feel bad

• Because he said it first

• Because her Dad likes the rain but she

doesn’t

Reading the Mind in Films

http://www.autismresearchcentre.com/arc_tests

Golan, O, Baron-Cohen, S., & Golan, Y. (2008). The ‘reading the mind in films’ task [child

version]: Complex emotion and mental state recognition in children with and without autism

spectrum conditions. Journal of Autism and Developmental Disorders, 38, 1534-1541.

Complaining

Guilty

Sneaky

Annoyed

Clinical Assessment of Pragmatics

• Interpreting

– Awareness of social routines

– Reading context cues (idioms)

– Reading nonverbal cues

• Expressing

– Using social routine language

– Expressing emotions

– Using nonverbal cues

https://www.youtube.com/watch?v=9oUDJlblkkQ&t=34s

Pragmatic knowledge: Awareness of social rules

• Interpreting




• Expressing




https://www.youtube.com/watch?v=Nr4T0c5Mbtw

Affective Expression

• Interpreting




• Expressing




https://www.youtube.com/watch?v=9oUDJlblkkQ&t=34s

Interpreting context cues

https://www.youtube.com/watch?v=VFdmWQN_Bog

Think-alouds

Promote

• Intrapersonal ToM

– Reflecting on what one

knows/doesn’t know;

understands/ doesn’t

understand; what one can do

if do not understand

• Interpersonal ToM

– Inferring what characters are

thinking, feeling

Model think-aloud

Questioning the author

Beck, I.L., McKeown, M.G. (2006). Improving comprehension with

questioning the author. New York: Scholastic.The Ripple of Attunement

Promoting ToM Development

https://www.youtube.com/watch?v=1BFdXlwKm4c

Attunement:

The Basis of Communicative Competence

Start a Ripple

thinking about thinking: disclosures assessing foundations ... · –she is a consultant for...

Documents