What is theory of mind? A psychometric study of theory of mind and intelligence

Navarro, Ester

doi:10.1016/j.cogpsych.2022.101495

Cited by 19 publications

(10 citation statements)

References 124 publications

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“…Our results further suggest that general cognitive ability may be a primary factor in explaining individual differences in mindreading task performance. This finding is consistent with previous studies of task-based measures of mindreading (Coyle et al, 2018;Murphy & Hall, 2011;Navarro, 2022;Navarro et al, 2021) and emotional intelligence (e.g., Conzelmann et al, 2013;MacCann et al, 2014), suggesting that discriminant validity with respect to general or verbal intelligence is rather limited when using such tasks. Furthermore, when controlling for general cognitive ability, our investigation did not reveal evidence for the criterion validity of mindreading tasks in predicting psychosocial functioning.…”

Section: Validity Of Task-based Measures Of Mindreading Abilitysupporting

confidence: 92%

“…In this regard, it should be noted that individuals with more positive self-views tend to be better adapted (e.g., Humberg et al, 2019), which provides a competing explanation for associations that were documented between self-reported mindreading ability and psychosocial functioning (e.g., Bennik et al, 2019). On the other hand, task-based measures of mindreading ability have shown strong links to general cognitive or verbal ability (e.g., Coyle et al, 2018;Murphy & Hall, 2011;Navarro, 2022;Navarro et al, 2021), but evidence that they capture a specific ability related to mindreading remains scarce. The associations found between mindreading tasks and psychosocial functioning (e.g., Johnson et al, 2022) could thus be non-specific, as higher general cognitive ability is linked to better psychosocial functioning as well (Pettersson et al, 2021).…”

Section: Report and Task-based Approachesmentioning

confidence: 99%

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Mindreading Measures Misread? A Multimethod Investigation into the Validity of Self-Report and Task-Based Approaches

Wendt¹,

Zimmermann²,

Spitzer³

et al. 2023

Preprint

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Self-reports and tasks are often used to assess mindreading ability, which is the ability to recognize and understand the mental states of other human beings. However, concerns have been raised about the validity of such measures. In one of the largest multimethod investigations into mindreading ability to date, we tested the validity of seven self-report scales and four tasks of mindreading ability in a sample of the general U.S. population (N = 700). Whereas convergent validity was substantial within measures of the same method, there was a lack of heteromethod convergent validity, indicating that different methods assess different constructs. When testing the criterion validity of self-reports and tasks in predicting impairments in psychosocial functioning, we controlled for two important alternative interpretations (i.e., mindreading tasks reflecting general cognitive ability, self-reports reflecting the positivity of self-evaluations) and found that incremental effects were absent or did not work in the theoretically expected direction. To provide further insights into what constructs the measures might capture instead (if not mindreading ability), we showed that performance in mindreading tasks largely reflected general cognitive ability and that self-reports of mindreading ability were associated with perceived performance rather than actual performance in mindreading tasks. In summary, although widespread self-reports and tasks may not be appropriate for measuring mindreading as a specific ability, self-reports appear to be useful for capturing self-perceptions of mindreading.

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Section: Validity Of Task-based Measures Of Mindreading Abilitysupporting

confidence: 92%

Section: Report and Task-based Approachesmentioning

confidence: 99%

Mindreading Measures Misread? A Multimethod Investigation into the Validity of Self-Report and Task-Based Approaches

Wendt¹,

Zimmermann²,

Spitzer³

et al. 2023

Preprint

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“…In our study, two experiments were conducted to explore the performance of Uygur and Han college students in ToM processing and the performance of in-group and out-group members in cognitive ToM processing and affective ToM processing. Based on previous research studies, ToM should not be considered a monolithic construct, and should instead be explored and measured as multiple domains (Navarro, 2022). There were differences in ToM tasks applicable to adults and children (Warnell & Redcay, 2019).…”

Section: The Present Studymentioning

confidence: 99%

The influence of in-groups and out-groups on the theory-of-mind processing: evidence from different ethnic college students

et al. 2023

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According to previous studies of theory of mind (ToM), social environment and cultural background affect individuals’ cognitive ability to understand other people’s minds. There are cross-group differences in ToM. The present study aimed to examine whether social environment and culture affect the ToM in Uygur and Han groups and whether the individual’s cognitive ToM and affective ToM show in-group advantages. Han and Uygur college students were recruited as participants. The “self/other differentiation task” was used to measure cognitive ToM (Study 1), and the “Yoni task” was used to measure both cognitive and affective ToM (Study 2). We found that Han participants processed the cognitive and affective states of others faster and more accurately than Uygur ones. Uygur and Han participants processed in-group members’ cognitive and affective states faster and more accurately. Furthermore, Uygur participants were more accurate in the cognitive ToM processing of in-group members, while Han participants were faster in the affective ToM processing of in-group members. The findings indicated that ethnic culture and group identify might influence ToM processing. Strengthening exchanges between ethnic groups may enable individuals to better process out-group members’ psychological states.

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“…Warnell and Redcay (2019), for instance, administered various ToM measures to preschoolers, school-aged children, and adults and found that these tasks showed minimal correlations with each other, for all ages considered. Navarro (2022) even assessed the structure of ToM psychometrically, confirming that ToM tasks do not test a single ToM construct. Taken together, these results suggest that ToM should be viewed as a complex rather than a monolithic construct and as a multidimensional process that interacts with other abilities.…”

Section: Autism and Theory Of Mindmentioning

confidence: 95%

Impairment or difference? The case of Theory of Mind abilities and pragmatic competence in the Autism Spectrum

Marocchini

2023

Applied Psycholinguistics

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Psycholinguistic research on pragmatics in the neurotypical population has increasingly framed pragmatic competence and related cognitive skills in terms of individual differences, co-constructed discourse, and meaning negotiation. However, research on pragmatics in the Autism Spectrum has risen from a wide and biased view of autistic communication as fundamentally compromised and autistic pragmatic abilities as impaired. Mostly due to the impactful theory of a deficit in Theory of Mind, early research on autistic communication presumed a unitary pragmatic impairment, only to find that several pragmatic abilities seem to be “preserved.” However, the interpretation of these findings usually takes an ableist turn, as most studies subsequently suggest that surface-level performance should not be interpreted as competence, but rather as a result of “compensatory” strategies. The raising number of contributions from autistic academics and participatory research enriched the field with new perspectives focusing on differences rather than impairments and drawing hypotheses on communication difficulties between neurotypes rather than within a specific neurotype. However, such contributions are hardly ever cited in the most prominent works. In conclusion, the field would benefit from a higher level of citation of autistic-led research and from an epistemological perspective shift within the mostly neurotypical academic community.

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What is theory of mind? A psychometric study of theory of mind and intelligence

Cited by 19 publications

References 124 publications

Mindreading Measures Misread? A Multimethod Investigation into the Validity of Self-Report and Task-Based Approaches

Mindreading Measures Misread? A Multimethod Investigation into the Validity of Self-Report and Task-Based Approaches

The influence of in-groups and out-groups on the theory-of-mind processing: evidence from different ethnic college students

Impairment or difference? The case of Theory of Mind abilities and pragmatic competence in the Autism Spectrum

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