Hazan and Shaver (1990) have done research on adult attachment where they describe avoidant, anxious/ambivalent, and secure adults. Do these adult styles seem to map well to the infant attachment styles? How much continuity in styles would you expect to exist across the lifespan? Discuss experiences after infancy that might alter one’s attachment style? Do these attachments really impact self-concept and mental health status?
What is the theory of mind? How is it assessed? What role do desire and desire-belief psychology play in this process? What developmental changes occur in acquiring a theory of mind? What factors affect its emergence?
Airenti, B. (2015). Theory of mind: a new perspective on the puzzle of belief ascription. Frontiers in Psychology, 6:1184.
Complete the following readings from the textbook, Life-span Human Development:
In addition, refer to the following websites (optional):
Theory of mind (ToM) is the ability to understand what others are thinking and feeling. ToM can be measured using a variety of methods, including the Woodcock Johnson Psycho-Educational Battery (WJPEB). The WJPEB assesses a range of cognitive abilities, including working memory and executive functions. The WJPEB has been used to study a wide range of developmental disorders, including ADHD and autism spectrum disorder (ASD). Research suggests children with ASD do not develop an accurate theory of mind at the same rate as their typically developing peers. Children with ASD may have impairments in the ability to recognize emotions in others, but they still have some understanding of them
ToM is the ability to understand what others are thinking and feeling. It’s not just about understanding what others are thinking, but also about understanding what they’re feeling.
ToM is a complex cognitive ability that involves both verbal comprehension (understanding language) and nonverbal communication (reading facial expressions). ToM relies on several components, including:
ToM can be measured using a variety of methods, including the Woodcock Johnson Psycho-Educational Battery (WJPEB). This measure assesses a range of cognitive abilities, including working memory and executive functions. It has been used to study a wide range of developmental disorders, including ADHD and ASD.
The WJPEB assesses a range of cognitive abilities, including working memory and executive functions. Working memory is the ability to keep information in mind; it’s also known as short-term memory. Executive functions are broader than working memory and include tasks such as problem solving, planning, switching between tasks (such as switching between different people), following rules and routines, setting goals for yourself or others, paying attention to details when making decisions about what you will do next . These abilities allow you to control your behavior in appropriate ways that help achieve goals in complex situations–for example if someone asks you what movie time would be fun for them but then changes plans halfway through dinner at a restaurant so they can go see another movie instead without telling anyone else who may not have heard about their new plans yet! Or maybe they’ll ask me my opinion first thing tomorrow morning before we head into class together? Or maybe she’ll ask me what I think about her outfit choice today before leaving her room down here while I’m still getting ready just because she wants some advice on how sexy she looks wearing those tight jeans with heels today which makes me want follow her around all day long…
The WJPEB has been used to study a wide range of developmental disorders, including ADHD and autism spectrum disorder (ASD). In fact, the WJPEB is a popular assessment tool for children with ASD. The theory behind the assessment is that if you can understand what your child is thinking about and feeling at any given moment–his or her mental state–you’ll be able to help them better manage their lives.
The test includes questions about whether or not your child believes in God; whether he or she wants to go out on Saturday night; how much money he or she would like to earn each month; whether he thinks his teacher will get fired if they find out he’s lying about his homework assignments at home instead of doing them during class time; whether it would be okay if someone else got sick instead of him during flu season (the answer may surprise you!).
Research suggests that children with ASD have difficulty understanding the thoughts, feelings, and intentions of others. In addition, they may also have trouble developing an accurate theory of mind–that is, the ability to understand what someone else’s beliefs and desires are.
These findings have important implications for how we treat children who struggle to understand others’ minds. For example:
Children with ASD may have impairments in the ability to recognize emotions in others. However, they still have some understanding of them. They understand that others have emotions and they know how to respond to them. This is because children with ASD tend to be more concerned about themselves than other people’s feelings, which means that children with ASD are likely to react more negatively when something goes wrong for another person (e.g., when someone says something mean).
The theory of mind test assesses both verbal and nonverbal communication skills (e.g., comprehension questions). It also looks at how well you understand what someone else wants or needs from you–this is called mentalizing or mental state attribution (MSA).
With the development of new imaging techniques, this area of study is becoming more and more relevant. The ability to see what is happening in someone’s mind has enormous potential for helping people with developmental disorders like autism spectrum disorder (ASD). It will also be valuable for treating depression and other mental illnesses.
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