Understanding Theory of Mind

Sally-Anne Task and Theory of Mind Abilities

Theory of mind is defined as the ability to attribute mental states, beliefs, desires intentions and perspectives that are distinct from one’s own (Wellman, 1992). The theory posits that other people have a mind analogous to one’s own. Usually, the comprehension of others' mental states is crucial for normal interaction.

​For many years the Sally-Anne test has been used as a tool to examine children’s theory of mind. The test is a psychological test, utilised in developmental psychology to assess an individual’s social cognitive ability to attribute false beliefs to other people. Ideally, with lack of adequately developed theory of mind, a person is unable to understand that others have a different point of view. For instance, children with autism spectrum disorder have been found to fail the test with some researchers eluding the impairment in their theory of mind abilities. These findings have been a central explanation of their social and communication difficulties. Through the test findings, it is apparent that the mind plays an essential role in determining a person’s behaviour. According to Adolphs and Tranel 2003, the damage of the human brain can have negative impacts on their capability to recognize and attribute the behavior of other people based on how they express themselves.

​Principally, the Sally-Anne test is an effective method of ascertaining the mental capability of different individuals. In the experiment, children were presented with two dolls, Anne (who has a box) and Sally (who has a basket). Sally puts a marble in her basket, and leaves the room. While Sally is away, Anne takes the marble from the basket, and hides it in her box. This test is a crucial development in understanding how theory of mind develops in various populations at different stages. The study also provides a simple way of understanding the complex aspect of human thinking. As per Baron et al., (1985), Theory of Mind is significant since “the capability to make inferences on what other individual believed to be the case in a given circumstance allows an individual to predict their actions”. This shows that the theory is effective in evaluating the development of mind among developing pre-schoolers. Moreover, theory of mind explains some communication as well as social challenges experienced by the learner with autism and this shows that this theory is important especially in evaluating mind development in preschoolers.

Nevertheless, Baron-Cohen et al., (1985) indicate that theory of mind in autistic children is limited in that, other possible elements are influencing them. For example, people suffering from autism can pass the cognitively simpler recall task, though language issues in both deaf controls, as well as autistic children, tend to confound outcomes. This is an indication that this theory is not purely effective in assessing the development of mind in pre-schoolers.