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Does Culture Determine Your Theory of Mind?

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Does Culture Determine Your Theory of Mind?
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What has distinguished Homo sapiens from non-human organisms is their ability to develop a theory of mind (Scholl & Leslie, 2001). Premack & Woodruff (1978) originally defined theory of mind as being the tendency to make attributions about behaviour based on acquired knowledge of mental states, such as belief, desire and intention. An equally important aspect of theory of mind concerned the individual 's ability to understand the subjectivity of mental states, comprehending that other individuals have desires and beliefs that differ significantly from one 's own, an understanding that is highly important to human functioning (Baren-Cohen, 1995).
This essay questions the influence that culture has on the development of a theory of mind. What was of primary interest in this essay was to investigate the extent to which theory of mind was characterized by universal processes of development and whether underlying cultural factors were responsible for the timing and development of theory of mind. Certain marked cultural differences were suggested as influential variables which could determine the development of a theory of mind, these being parenting styles, number of siblings and executive function which were thought to play a pivotal role in the development of a cultural identity (Lillard, 1998). In the context of cross-cultural comparison, a critical assessment of the false-belief task was conducted. The validity and reliability of the false-belief task was analyzed in relation to the development of theory of mind, and alternative explanations and measurement tools were provided which would allow for a more sensitive and reliable cross-cultural comparison to be made.

Described as onto-genetically universal, theory of mind is a construct of human psychology and biology that is universally applicable to every culture (Liu, Wellman, Tardif & Sabbagh, 2008) . A unanimous result from twenty five years of research has reported that a theory of mind is developed



References: Avis, J., & Harris, P. L. (1991). Belief-desire reasoning among Baka Children. Child Development, 62, 460–467. Astington, J.W Baron-Cohen, S. (1995). Mind blindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press. Baron-Cohen, S. (1999) Evolution of a theory of mind? Corballis, M, & Lea, S (eds) The descent of mind: psychological perspectives on hominid evolution. Oxford University Press 1999 . Brown, J. R., Donelan-McCall, N., & Dunn, J. (1996). Why talk about mental states? The significance of children 's conversations with friends, siblings, and mothers. Child Development, Vol 67(3), Jun, 1996. pp. 836-849. Callaghan, T., Rochat, P., Lillard, A., Claux, M. L., Odden, H., Itakura, S., et al. (2005). Synchrony in the onset of mental-state reasoning: Evidence from five cultures. Psychological Science, 16, 378–384. Carlson, S. M., Moses, L. J., & Hix, H. R. (1998). The role of inhibitory processes in young children’s difficulties with deception and false belief. Child Development, 69, 672–691. Chandler, M., Fritz, A Fodor, J. A. (1992). A theory of the child’s theory of mind. Cognition, 44, 283–296. Hala, S., Chandler, M., & Fritz Liu, D., Wellman, H.M., Tardif, T., & Sabbagh, M.A. (2008). Theory of mind development in Chinese children: A meta-analysis of false-belief understanding across cultures and languages. Developmental Psychology, Vol 44(2), Mar, 2008. pp. 523-531. Moses, L.J. (2001). Executive accounts of theory-of-mind development. Commentary on 'Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, Vol 72(3), May-Jun, 2001. pp. 688-690. Oh, S., Lewis, C. (2008). Korean preschoolers ' advanced inhibitory control and its relation to other executive skills and mental state understanding. Child Development, Vol 79(1), Jan-Feb, 2008. pp. 80-99. Peterson, C.C., & Wellman, H.M. (2009). From fancy to reason: Scaling deaf and hearing children’s understanding of theory of mind and pretence. British Journal of Developmental Psychology, Vol 27(2), Jun, 2009. pp. 297-310. Ruffman, T., Perner, J., Naito, M., Parkin, L., & Clements, W.A. (1998). Older (but not younger) siblings facilitate false belief understanding. Developmental Psychology, Vol 34(1), Jan, 1998. pp. 161-174. Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J., & Lee, K. (2006). The development of executive functioning and theory-of-mind: A comparison of Chinese and U.S. preschoolers. Psychological Science, 17, 74–81. Scholl, B.J., & Leslie, A.M. (2001). Minds, modules, and meta-analysis. Commentary on 'Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, Vol 72(3), May-Jun, 2001. pp. 696-701. Shahaeian, A., Peterson, C.C., Slaughter, V., & Wellman, H.M. (2011). Culture and the sequence of steps in theory of mind development. Developmental Psychology, Vol 47(5), Sep, 2011. pp. 1239-1247. Sullivan, K., & Winner, E. (1993). Three-year-olds ' understanding of mental states: The influence of trickery. Journal of Experimental Child Psychology, 56, 135–148. Tobin, J.J., Wu, D.Y., & Davidson, D.H. (1989). Preschool in three cultures: Japan, China, and the United States. New Haven, CT, US: Yale University Press, 1989. ix, 238 pp. Vinden, P. G. (1996). Junin Quechua children’s understanding of mind. Child Development, 67, 1707–1716. Vinden, (2001) Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655–684. 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

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