Relationship Between Deictic Relational Responding and Theory of Mind Tasks in Children: A Pilot Study

Montoya-Rodríguez, Maria M.; Cobos, Francisco Javier Molina

doi:10.1007/s40732-016-0193-0

Cited by 9 publications

(6 citation statements)

References 35 publications

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“…For instance, Jackson et al (2014) found that none of their participants (five children diagnosed with autism) showed improved ToM scores according to the Baron-Cohen model after BH protocol training. In two experiments involving typically developing children, none of the six participants in one study (Montoya-Rodríguez & Cobos, 2016) and only one of three participants in the other (Weil et al, 2011) demonstrated improvements on other ToM tasks following training with the BH protocol. In contrast, O'Neill and Weil (2014) found that three participants diagnosed with schizophrenia who were exposed to Barnes-Holmes protocol training showed improved performance in a hinting task that was designed to assess ToM impairments.…”

Section: Perspective Taking: Verbal Processesmentioning

confidence: 97%

“…The Barnes-Holmes (BH) protocol has been used in various empirical investigations for assessing and training typically and atypically developing children (Davlin et al, 2011;Heagle & Rehfeldt, 2006;Montoya-Rodríguez & Cobos, 2016;Weil et al, 2011) and adults (Hooper et al, 2015), including those considered to have deficiencies in perspective-taking ability, such as individuals with autism (Barron et al, 2018;Belisle et al, 2016;Gilroy et al, 2015;Gómez-Becerra et al, 2007;Jackson et al, 2014;Lovett & Rehfeldt, 2014;Rehfeldt et al, 2007;Tibbetts & Rehfeldt, 2005), individuals with Down syndrome (Montoya-Rodríguez et al, 2017), social anhedonia (Vilardaga et al, 2012;Villatte, Monestès, McHugh, & i Baque, E. F.,, & Loas, G., 2010a), schizophrenia (O'Neill & Weil, 2014;Villatte, Monestès, McHugh, & i Baqué, E. F.,, & Loas, G., 2010b), and social anxiety disorder (Janssen et al, 2014).…”

Section: Perspective Taking: Verbal Processesmentioning

confidence: 99%

“…In addition to performance on the protocol items, some researchers have measured the effects of the training on performance in other perspective-taking (i.e., ToM) assessments. So far, little evidence for the effectiveness of training with the BH protocol for improving performance in other ToM tasks exists (Jackson et al, 2014;Lovett & Rehfeldt, 2014;Montoya-Rodríguez & Cobos, 2016;O'Neill & Weil, 2014;Rendón et al, 2012;Weil et al, 2011). For instance, Jackson et al (2014) found that none of their participants (five children diagnosed with autism) showed improved ToM scores according to the Baron-Cohen model after BH protocol training.…”

Section: Perspective Taking: Verbal Processesmentioning

confidence: 99%

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What Can We Learn by Treating Perspective Taking as Problem Solving?

Taylor

Edwards

2021

Perspect Behav Sci

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Perspective taking has been studied extensively using a wide variety of experimental tasks. The theoretical constructs that are used to develop these tasks and interpret the results obtained from them, most notably theory of mind (ToM), have conceptual shortcomings from a behavior-analytic perspective. The behavioral approach to conceptualizing and studying this class of behavior is parsimonious and pragmatic, but the body of relevant research is currently small. The prominent relational frame theory (RFT) approach to derived perspective taking asserts that "deictic framing" is a core component of this class of behavior, but this proposal also appears to be conceptually problematic. We suggest that in many cases perspective taking is problem solving; when successful, both classes of behavior involve the emission of context-appropriate precurrent behavior that facilitates the appropriate response (i.e., the "solution"). Conceptualizing perspective taking in this way appears to have many advantages, which we explore herein.Keywords deictic framing . mind reading . precurrent behavior . stimulus control . theory of mind . visual perspective taking Perspective taking is an ability of critical importance that helps us establish and maintain relationships, negotiate deals, predict the actions of others, and achieve a wide variety of other valuable outcomes. This ability has been studied extensively by psychologists, who have approached the topic using many different theoretical constructs and experimental procedures. In this work, we present some common theoretical and experimental approaches to perspective taking, followed by a description of a behavioral approach to perspective taking and problem solving. In brief, problem solving relies on the emission of overt or covert behaviors that produce supplementary stimuli that in turn evoke

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Section: Perspective Taking: Verbal Processesmentioning

confidence: 97%

Section: Perspective Taking: Verbal Processesmentioning

confidence: 99%

Section: Perspective Taking: Verbal Processesmentioning

confidence: 99%

See 1 more Smart Citation

What Can We Learn by Treating Perspective Taking as Problem Solving?

Taylor

Edwards

2021

Perspect Behav Sci

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“…The BH protocol has been used in various empirical investigations for assessing and training both typically developed children aged 4-7 years (Davlin et al, 2011;Heagle & Rehfeldt, 2006;Montoya-Rodríguez & Cobos, 2016;Weil et al, 2011) and atypically developed children and adults, including those considered to have deficiencies in perspective-taking ability. This includes individuals with autism aged 6-18 (e.g., Barron et al, 2018;Belisle et al, 2016;Gilroy et al, 2015;Jackson et al, 2014), high-functioning autism aged 6-18 (e.g., Lovett & Rehfeldt, 2014;Rehfeldt et al, 2007;Tibbetts & Rehfeldt, 2005), schizophrenia (O'Neill & Weil, 2014;Villatte et al, 2010), and social anxiety disorder (Janssen et al, 2014).…”

Section: Rft Deictic Framing Training Studiesmentioning

confidence: 99%

Deictic Framing Performance Fails to Generalize to Other Perspective-Taking Tasks

2023

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The behavioral processes underlying perspective taking have not been studied extensively. One approach to understanding and enhancing perspective taking, deictic framing, has been proposed. Proponents of this approach have suggested that deictic framing is a core property of perspective taking. A training protocol based on deictic framing has been developed and tested, but researchers generally evaluate the effectiveness of the protocol using tasks that have a similar format to the training protocol. Little research has examined the protocol’s effectiveness for improving performance in different perspective-taking tasks. We investigated generalization of the performance of three groups of university students trained with a deictic-framing protocol (or not) and tested with two other perspective-taking tasks: a visuospatial perspective taking using a cupboard containing a range of objects and a version of the implicit relational assessment procedure specifically designed to measure perspective taking. The first group was trained with the original verbal protocol with deictic expressions; the second group with the same protocol involving nondeictic words; and the third group was merely exposed to deictic expressions as a control condition. The results suggested that deictic framing is not fundamental to perspective taking, as the performance of the two experimental groups was not significantly different from the control group’s performance. Identification of specific stimulus functions involved in successful perspective taking and how those functions can be established should be addressed in future research.

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“…There are data suggesting that teaching deictic relations may have an effect on Theory of Mind (ToM) skills (Weil et al, 2011), but the relation is not a simple one. Subsequent research has shown that improvement due to training on the ability to reverse deictic relations does not necessarily change Theory of Mind performance (Montoya-Rodríguez & Molina-Cobos, 2016) and that the details of training matter. From an operant perspective, these findings give broad support to the idea that we can treat ToM as a series of relational (deictically-involved) operant classes but they also emphasize that the details of the specific relations appear to matter, not just as a means of shaping ToM skills, but in the management of other areas of human complexity such as how emotions are described or addressed by behavior (Moran & McHugh, 2019).…”

Section: Development and Shapingmentioning

confidence: 99%

Relating is an Operant: A Fly Over of 35 Years of RFT Research

Hayes¹,

Law²,

Assemi³

et al. 2021

perspectivas

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Relational Frame Theory (RFT) is the simplest form of operant theory since it claims nothing more than a particular type of behavior, arbitrarily applicable derived relational responding, is an operant. While the theory is simple, its implications are not, and adoption has been slow until recently. RFT was first formally described in 1985 and in the 35 years since, hundreds of studies have been conducted on relational learning from an operant point of view. The present paper briefly summarizes that history and examines some of its key claims. So far, the empirical program delineated by RFT has held up remarkably well. Future directions are delineated that will enable a more comprehensive evaluation of the importance of the RFT research program, and a more thorough exploration of its profound implications.

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Relationship Between Deictic Relational Responding and Theory of Mind Tasks in Children: A Pilot Study

Cited by 9 publications

References 35 publications

What Can We Learn by Treating Perspective Taking as Problem Solving?

What Can We Learn by Treating Perspective Taking as Problem Solving?

Deictic Framing Performance Fails to Generalize to Other Perspective-Taking Tasks

Relating is an Operant: A Fly Over of 35 Years of RFT Research

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