A behaviour analysis of Theory of Mind: from interpretation to application

Transcription

1 A behaviour analysis of Theory of Mind: from interpretation to application Francesca degli Espinosa, Ph.D., BCBA-D, CPsychol. TXABA, Houston, March 2018

2 Theory of Mind The ability to attribute independent mental states to oneself and others, in order to explain and predict behaviour. These mental states must be independent both of the real world state of affairs and independent of the mental states others have (Happé, 2005, p.35)

3 Does the chimpanzee have a Theory of Mind? Premack & Woodruff (1978) The individual imputes mental states to himself and others (p. 515) the most fundamental of mental states being belief and desire. What you think is the case and what you want will determine how you behave.

4 Does the child have a Theory of Mind? From Piaget s egocentric 7 year old to the empathic 4 year old. Wimmer & Perner (1983). The child cannot simply respond on the basis of what he knows to be true. The task is deliberately designed to disrupt the normal relationship between beliefs and reality. Several assessments, all involve same principle

5 The Smarties task (Perner, 1987)

6 The 4 year old child has a theory of the mind! The verbal statement about the character s future action demonstrates understanding that the character has a belief about the current environment and that this is different from the actual current environment. This suggests that the child understands that people have a mind, a representational system that may not reflect reality, but which can guide behaviour. [Theory of mind is] being able to infer the full range of mental states (beliefs, desires, intentions, imagination, emotions, etc.) that cause action. In brief, having a theory of mind is to be able to reflect on the contents of one s own and other s minds. (Baron-Cohen, 2001, p. 174)

7 Outcomes The validity of the account or the existence of ToM unchallenged Studied extensively: over 2,000 experimental studies: task variations (control questions and language simplifications), teaching. Children undergo a radical conceptual shift at 4 years of age (Perner, 1991) Wellman et al. (2001): Meta-analysis of studies of more than five hundred false belief studies show that three year olds make the false belief error and cease making it as age increases

8 Does the child with autism have a theory of mind? Baron-Cohen, Leslie & Frith, Autism Down 4 year

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10 A comprehensive theory of Autism? Lack of ToM in autism accounts for Wing and Gould (1977) triad of impairments: Socialisation (difficulty with social relationships, lack of appreciation of people as having independent minds) Communication (literalness, inability to represent intentions or recognise language as representing thoughts) Imagination (lack of pretence/meta-representations) Essentially it predicts that processes involving primary representations will remain intact (rote memory, perception)

11 First Order John and Mary are both at the park when it is announced that the ice-cream van will stay in the park for the afternoon. However, when Mary is on her way home and John is still at the park, it is announced in the park that the van will be at the church for the rest of the day. Where does Mary go when she wants to get an ice cream? I know she doesn t know

12 Second Order When Mary is on her way home, she meets the icecream van at a stop light. Mary asks the driver where he is going and he answers that he will be at the church for the rest of the day. Where does John think Mary thinks the ice-cream van will be during the rest of the day? I know he doesn t know that she knows

13 Can Theory of Mind be established? Over 2,000 experimental studies 22 behavioural studies: 17 intervention based (e.g., Leblanc et al., 2003; Feng et al., 2008) Both cognitive and behavioural studies have attempted to establish components (e.g., visual perspective) of ToM skills based on direct task training Some improvement in task performance and maintenance; generalisation either not tested or poor Task demonstration did not lead to social behaviour changes (e.g., empathy, prosocial behaviour) unless that aspect specifically trained

14 ToM as an entity

15 Employed as a causal explanation for task performance (if tests are not passed, child does not have ToM) Lack of experimental manipulation (however, extensive literature on task variations) Simple example of stimulus control gone wrong (Salzinger, 2006). In the false belief test, the child has to respond differently to the stimuli currently available to him versus those that would be available to the character when he returns (Spradlin & Brady, 2008)

16 A behavioural problem But what is the stimulus control? We may object to Theory of Mind being a thing, but cannot deny that it is the IT thing in mainstream psychology

17 A label to summarise behaviours? How and in what manner are the behaviours from which ToM is inferred acquired? (Schlinger, 2017) Under which observable circumstances do we tact the presence or absence of ToM in a child? In other words: What does the child do when he is said to demonstrate to have a theory of mind? How are those responses acquired? What teaching contingencies can we establish?

18 Translation or interpretation? observing the behaviors of another individual in a given situation and (b) predicting the individual s subsequent behavior (e.g., He s going to look where the ball was hidden before he left ) or responding in accordance with the private thoughts or emotions another individual might typically experience in that situation (e.g., making consoling remarks, such as better luck next time, after the observed individual lost a tennis match) (Leblanc et al., 2003, p.254)

19 From Theory of Mind to Perspective taking Three types of derived relations: three frames of perspective taking: I vs You, here vs there, now vs then (McHugh et al., 2006) Observation and descriptions of other people in similar situations and observation and descriptions of one s self in similar situations serve as the basis of accurate prediction on false belief tests. Success on the false belief tests necessitates discrimination between the stimuli available to the child and those available to the protagonist (Spradlin & Brady, 2008, p.348)

20 Controlling variables A behavioural interpretation is possible: it s what we constantly do, attempt to understand why people say what they say and do what they do based on contacting their desires and beliefs We predict behaviour based on an understanding of the person s mental state (desire, belief, emotions, intentions) Desires: MOs Beliefs: auditory or visual SDs

21 Behaviour analysis We engage in a behaviour analysis of the person s behaviour (verbal or non verbal) Perspective taking: We tact the controlling variables for THAT person s verbal or non verbal behaviour (past, current, future): the motivating operations and the environment the person contacts or has contacted (auditory and visual discriminative stimuli) Predicting behaviour based on their false belief: discriminating (differentiating) the sources of stimulus control between ourselves and the person observed

22 Toward a behavioural interpretation [Theory of mind is] being able to infer the full range of mental states (beliefs, desires, intentions, imagination, emotions, etc.) that cause action. In brief, having a theory of mind is to be able to reflect on the contents of one s own and other s minds. (BaronCohen, 2001, p. 174) Tacting the environmental variables that are controlling that person s current or future occurrences of - verbal and/or non-verbal behaviour and discriminating between the source of stimulus control of the person and our own

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24 Inferences: tacting sources of stimulus control There is a difference between behaving and reporting that one is behaving or reporting the causes of one's behavior. In arranging conditions under which a person describes the public or private world in which he lives, a community generates that very special form of behavior called knowing. (Skinner, 1974, p ) What is s/he doing? What is s/he going to do? How do you know?

25 Inferences: how do you know? Drawing the inference (tact of the event) Explaining how one knows: learning to tact the source of stimulus control for the previously generated tact Autoclitic: It provides the listener with information regarding controlling variables. Thematic prompting rather than echoic The importance of tacting the source of stimulus control: Because I can see Because I can hear Common stimuli: because she can see/hear; can t see/can t hear; seeing/hearing leads to knowing)

26 Prerequisites Eye contact as a social vehicle (joint attention) Divergent control and tacting complex stimuli (descriptions) explaining what others do Personal and possessive pronouns Temporal concepts (i.e., before, after, first, then, last)

27 Seeing or hearing leads to knowing Tacting the public event Tacting the person s controlling variables: Was the person present? (could she see, hear or did someone tell her?) Prediction of future event Stimuli can be visual (a scene) or verbal (a story)

28 Tacting and discrimination Seeing and hearing lead to knowing What can she see or hear vs what can I see and hear What does she know vs what do I know What do I think vs what does she think What do I say vs what does she say What would I do vs what would she do

29 Seeing vs not seeing not seeing but knowing

30 Seeing leads to knowing: who is looking? Who knows?

31 Objective Description Absent Emergent Achieved 3 Visual perspective taking Tells what someone can and can't see based on their positions. 3 Visual perspective taking Tells how someone is seeing something (a 9 and a 6) 3 If you were me and I were you If you were sitting in my chair, what colour would your chair be? If I were you what number would it be to me? (6/9) 3 Seeing leads to knowing - not seeing - not knowing Who can see in this room, who can't see? Who knows what colour is the thing you are holding right now? Why? 3 Hearing leads to knowing - not hearing, not knowing As above but with hearing 3 Theory of mind games Playing tricks 3 Theory of mind stories Stories with false belief and deception Early Behavioural Intervention Advanced Curriculum Checklist (degli Espinosa, 2011)

32 Stories Lucia, John and Sarah are coach Jim s strongest swimmers. On Friday, just before leaving their high school pool, he tells them: make sure to get to the venue half an hour before starting time which is 10am or you won t be able to take part. We may have a chance at getting a medal. Questions On Saturday, the coach reads on the paper that the quickest route to the venue is going to be shut for roadworks. Questions He manages to get through Lucia and Sarah s parents, but John s parents phone just rings and rings.

33 A process, not a construct Autism: Altered social stimuli salience, insensitivity to social stimuli Beginning with establishing social stimuli as discriminative stimuli and conditioned reinforcers as demonstrated in the development of joint attention and observational learning. Moving towards establishing verbal behaviour of others public events and subsequently, one s own and others private events

34 Analysis derived from application To develop effective procedures, we must be able to generate an analysis of the controlling variables and a sequence of developmental steps or skills that can be implemented throughout a child s (early) intervention. Demonstration of the controlling variables will be in the procedures employed in successfully producing changes in behaviours that are described as demonstrating the presence of Theory of Mind in those who lack it.

35 Thank you! For the extended video version of this talk and extended slides go to: