The Theory Of Mind ( Tom )

In David Armstrong’s thought-provoking work titled, The Nature of Mind, he explains that the most convincing way to make sense of the mind-body problem is to approach it in a materialistic way. Specifically, Armstrong shows that the science of physico-chemical processes of the brain is the best way to explain the nature of our mind. He goes on to explain traditional and dispositional behaviorism, and states his own materialistic take on behaviorism. His arguments throughout his paper are very logical, and though there have been arguments against his explanations, he effectively justifies the materialistic view of the mind.

For centuries philosophers have engaged themselves into conversations and arguments trying to figure out the nature of a human person; this has lead to various theories and speculation about the nature of the human mind and body. The question they are tying to answer is whether a human being is made of only the physical, body and brain, or both the physical or the mental, mind. In this paper I will focus on the mind-body Identity Theory to illustrate that it provides a suitable explanation for the mind and body interaction.

When it comes to discussing the school-age child’s theory of mind, recursive thought plays a huge role in the appreciation of second-order false belief. Second-order false belief allows a child to understand why another person believes a certain belief (Berk, 441, 1). In order for a child to be able to come to this conclusion, recursive thought must be used. A form of perspective taking is called recursive thought and is considered the ability to view a situation from at least two perspectives, which includes reasoning instantaneously about

Further research has compared the results of the false belief task with executive functioning skills. Executive functioning is the capability to allow people to manage their thoughts and actions. One such test that psychologists have used to measure executive functioning is the bear-dragon task (Carlson and Moses, 2001, cited in Hewson, 2015). Using two puppets the child has to ignore one and copy the instructions (for example, pat your head) of the other. This is said to test conflict inhibition, which is the capability to contain reactions to stimuli when it is not suitable to do so. Therefore, if the child failed on a false belief task, they would probably fail executive functioning tasks. Evidence has shown (Apperly, 2011 cited Hewson, 2015) that this seems to be the case, but language skills could also play a part in the child’s understanding of both false belief and executive functioning. It also has been argued that the child’s own knowledge or lack of knowledge guides their answer. Therefore, psychology has helped to explain different aspects of ToM abilities. Furthermore, it shows how it is difficult to measure ToM with one simple study.

Nothing in the world is more mysterious than the human mind but without the brain how do you have a mind? The brain sends and receives information by electrical impulses around the human body allowing us to see, move, feel, hear and think. If the brain is removed from the human body these impulses will cease, thus there will be no mind. Philosophers like Place, Smart, and Armstrong support this claim through the notion of identify theory and type physicalism. Brain and mind identity is a very controversial topic with some philosophers arguing that because people can have knowledge of a specific mental state without being affected in the physical state, mind and the brain may well be different. However with significant breakthroughs in neuroscience in the last century, such as Dr. Penfield’s Montreal procedure it is safe to say that the brain has direct control over the mind thus the two being in/distinguishable.

Though many of us may not realize it, humans have a remarkable set of abilities that allows us to understand, empathize with, and predict others’ thoughts and feelings. In other words, the average person is able to “put himself in another’s shoes.” In our daily lives we tend to take this skill for granted. It is only when something goes wrong that we realize how important it actually is. For autistic individuals, this mindreading deficit is all too real. In fact, an inability to engage in this type of understanding of other’s mental states is often taken as the hallmark sign of autism.

Although naturalistic data plays some role, most of what people know about social-cognitive development comes from a wide variety of resourceful experiments (Bartsch & Wellman, 1989). The example of this that is studied the most is the false belief task. The false belief can be defined as the realizations that beliefs are mental illustrations and not straight indications of reality, and as such may be false.

False belief can best be explained by putting it into a wider context of the ‘Theory of Mind’. Theory of Mind was first proposed in a study observing the behaviour of chimpanzees by Premack and Woodruff (1978). Soon after, Theory of Mind became a well-known concept in the field of psychology. Simon Baron-Cohen (e.g. 1989, 2001) used it to conceptualize autism. He defines ToM, often abbreviated ToM and often referred to as ‘mindreading’ (Whiten, 1991), or ‘mentalizing’ (Frith, Morton, & Leslie, 1991), as being able to understand that other people have beliefs, intentions, emotions, and desires which drive their actions and which are different to the ones we have. When describing ASD children, he then refers to them as

Many arguments in the philosophy of the mind have been made for and against, whether or not the mind and the brain are the same entity. The mind-brain identity theory is the view that the mind is the brain and that mental states are brain states (Mandik 77). Therefore, we can identify sensations and other mental processes with physical brain processes (Blutner 4). I argue, that the mind is not identical to the brain, and the conceivable idea of zombies, as well as the multiple realizability argument, can disprove this theory.

Theory of mind (ToM) is “the specific ability to attribute mental states to oneself and to others” (Pellicano, 2007, p. 974). Attributing mental states essentially allows one to read another’s body language and therefore predicts their behavior. This is important in the socialization of a child, something that an autistic child struggles with. Baron-Cohen et al. (2000) believe the term ToM is synonymous with social intelligence. The executive function (EF) is “a set of functions thought to be necessary for flexible, future-oriented behavior, especially in novel circumstances” (Pellicano, 2007, p. 974). The executive function is involved in many aspects of development, including working memory, the ability to plan effectively, and flexibility in focusing one’s attention to different people and objects. In a young child’s development, EF and ToM play a significant role. There are contradicting theories about which aspect affects the other, but it appears that the general belief is that together, they have an affect and that the two functions feed off of each (Pellicano, 2007). Pellicano (2007) found that in autistic children, when the EF is impaired, ToM is not intact. In other words, autistic children cannot read other’s body language if they have an impairment in their EF. Additionally, because of this impairment, they show an inability to be flexible, use their working memory, or plan for the future (Pellicano, 2007). One of the

In 1983 Jerry Fodor opened the introduction to his new research of “Modularity of mind” with the phrase; “Behavior is organized, but the organization of behavior is merely derivative”. This meaning that behaviors are simply imitations, never original nor created. Fodor created a theory of how the mind was structured and how would perform. He studied the architecture of mind in modules; a term that will describe that the mind had different specific structures that had precise purposes. Jesse J. Prinz just like Fodor was a philosopher who was in opposition of the “Modularity of the mind” theory. This essay will have as a purpose to create an argument on the explanation and disagreement that Prinz wrote cluster by cluster against the theory “Modularity of mind” in an article called “Is the mind really modular?”

     In 1988, Premack carried out a research study which would appear to support the notion of the ‘theory of mind’. In his study, which was centred on an adult chimpanzee called Sarah; he exposed her to videotapes of an actor with a problem, namely an inability to reach some bananas that were placed out of reach overhead. He then proceeded to show Sarah a number of photographed solutions to the problem, only one of which actually evidenced a successful solution to the problem, (in this situation, it was stepping on a

The Science of Mind philosophy is not an abstract spiritual theory, but rather, a study of Consciousness, and, specifically, our expression of It. Ernest Holmes considered this study of Mind to be a science, in that it correlates principles and practices that can be applied and proven to be effective. Even so, the correlation of principles and practices is not what makes the Science of Mind a practical philosophy to live by. Anyone can deduce principles and devise practices that enhance and advance their favorite theory of everything. Every religiously minded group has done just that. Science of Mind distinguishes itself as a practical philosophy because of its teachings on the nature of Law, and its emphasis on the application of the principles of this Law in our life.

William Blake, a poet that strongly believed in the power of mind, once wrote, "if we see with imagination, we see all things in the infinite." The Romantic poets use their imagination when gazing at nature, and therefore see and feel the infinite through their poetry. William Wordsworth expresses the serene beauty that nature possesses and its calming effects on the mind. Samuel Taylor Coleridge, one of the poetic geniuses of the age, uses nature and his imagination to create surreal atmospheres. Another Romantic poet, by the name of Percy Bysshe Shelley, shows great longing for the freedom that nature possesses and the freeing effect it has on him. These poets of the Romantic period look at nature from a higher consciousness

It has always been difficult to overcome the established schools of thought; whenever a particular school of thought and philosophy is challenged it is the challenger who faces discrimination and hardships. The person who is challenging established philosophy will always have to bring with them conviction, foolproof evidence. It is through rigorous thought and experimentation that many controversial ideas are proven, but what do those who do not have the ability to perform experimentations do when faced with the adversity of systematic dogma. Many of the early philosophers and mathematician faced such dilemmas, one such philosopher was Democritus. Democritus was the Greek philosopher who came up with the concept of the Atom. It was this theory that won him his fame, but because of the stigma against it, the Atom would not be accepted in the scientific community until the 16th century. It wouldn’t be until John Dolton in the 18th century that the theory would receive the attention it deserved.