Perspectives on Perspective Taking: How Children Think About the Minds of Others

Moral emotions and auditory verbal hallucinations in schizophrenia

Adolescence and early adulthood are characterized by the development of cognitive and social skills necessary for autonomous functioning in adult roles. As classically described by Erik Erikson, this developmental process involves forging a meaningful sense of identity, comprising a worldview, set of moral values, and occupational aspirations. This may require individuals questioning or defying the expectations and norms they have learned within the social context of their upbringing; simultaneously they remain acutely sensitive to the judgment of their peers. This developmental period encompasses the age range in which schizophrenia and other psychotic illnesses are most likely to present. As early as 1914 Sigmund Freud postulated a connection between auditory hallucinations and the formation of an independent moral perspective, which served as the basis for his concept of the superego. However, the connection between processes of identity formation and development of psychosis has not been extensively investigated with the current technologies and knowledge base of biological psychiatry, possibly due to the challenges inherent in operationalizing and measuring aspects of personal and moral identity. In this theoretical review we aim to identify areas of overlap between normative developmental processes in the transition to adulthood, the experience of moral emotions, and the phenomenology of hallucinations in schizophrenia, to build a conceptual framework for novel approaches to the study of psychosis.

A Scoping Review of Tabletop Role-Playing Game (TTRPG) as Psychological Intervention: Potential Benefits and Future Directions

Purpose

The present study aimed to investigate how prior research of TTRPG revealed the benefits of TTRPG as a psychological intervention and how further studies can overcome the challenges and limitations of TTRPG in those previous studies.

Methods

The study used Scoping Review to explore the potential benefits of TTRPG. Three research questions were identified (1) the extent to which empirical research has been conducted regarding TTRPG as intervention, (2) the potential of TTRPG mentioned, and (3) the suggestions for future research. The study investigated the last 10 years (ie, 2013 to 2023) of research publications with all research methods included. The search focused on key terms of "Tabletop Role-playing Game", "TTRPG", "Dungeons and Dragons", and terms related to intervention. The databases used were in English and Indonesian and resulted in 109 papers but later eliminated due to various reasons until it became 51 papers to be reviewed.

Results

Of the 51 papers included for final analysis, majority are of exploratory approach (n = 35; eg, literature review and qualitative design studies), indicating that research in TTRPG is still at the emerging stage. Quantitative design studies (n = 12) and mixed-method design studies (n = 4) on TTRPG are the minority. Majority papers (n = 30) are published in the United States, only three papers published in the Asian context, indicating that TTRPG research in the Asian context is scarce.

Conclusion

From existing literature, TTRPG provides benefits to promote cognitive and psychosocial skills, to prevent negative effects and stress, as well as to intervene in psychological problems such as social anxiety, depressive symptoms, and autism spectrum disorders. Further studies can explore the use of TTRPG in Asia-representing collectivistic culture, to employ different systems of TTRPG and to examine the effects of TTRPG using experimental design to overcome the limitations of prior studies.

Musical coordination affects children's perspective-taking, but musical synchrony does not

Perspective-taking, which is important for communication and social activities, can be cultivated through joint actions, including musical activities in children. We examined how rhythmic activities requiring coordination affect perspective-taking in a referential communication task with 100 Chinese 4- to 6-year-old children. In Study 1, 5- to 6-year-old children played an instrument with a virtual partner in one of three coordination conditions: synchrony, asynchrony, and antiphase synchrony. Eye movements were then monitored with the partner giving instructions to identify a shape referent which included a pre-nominal scalar adjective (e.g., big cubic block). When the target contrast (a small cubic block) was in the shared ground and a competitor contrast was occluded for the partner, participants who used perspective differences could, in principle, identify the intended referent before the shape was named. We hypothesized that asynchronous and antiphase synchronous musical activities, which require self-other distinction, might have stronger effects on perspective-taking than synchronous activity. Children in the asynchrony and antiphase synchrony conditions, but not the synchrony condition, showed anticipatory looks at the target, demonstrating real-time use of the partner's perspective. Study 2 was conducted to determine if asynchrony and antiphase asynchrony resulted in perspective-taking that otherwise would not have been observed, or if synchronous coordination inhibited perspective-taking that would otherwise have occurred. We found no evidence for online perspective-taking in 4- to 6-year-old children without music manipulation. Therefore, playing instruments asynchronously or in alternation, but not synchronously, increases perspective-taking in children of this age, likely by training self-other distinction and control. A video abstract of this article can be viewed at https://youtu.be/TM9h_GpFlsA. RESEARCH HIGHLIGHTS: This study is the first to show that rhythmic coordination, a form of non-linguistic interaction, can affect children's performance in a subsequent linguistic task. Eye-movement data revealed that children's perspective-taking in language processing was facilitated by prior asynchronous and antiphase synchronous musical interactions, but not by synchronous coordination. The results challenge the common "similar is better" view, suggesting that maintaining self-other distinction may benefit social interactions that involve representing individual differences.

Perspective Taking and Avatar-Self Merging

Today, avatars often represent users in digital worlds such as in video games or workplace applications. Avatars embody the user and perform their actions in these artificial environments. As a result, users sometimes develop the feeling that their self merges with their avatar. The user realizes that they are the avatar, but the avatar is also the user-meaning that avatar's appearance, character, and actions also affect their self. In the present paper, we first introduce the event-coding approach of the self and then argue based on the reviewed literature on human-avatar interaction that a self-controlled avatar can lead to avatar-self merging: the user sets their own goals in the virtual environment, plans and executes the avatar's actions, and compares the predicted with the actual motion outcomes of the avatar. This makes the user feel body ownership and agency over the avatar's action. Following the event-coding account, avatar-self merging should not be seen as an all-or-nothing process, but rather as a continuous process to which various factors contribute, including successfully taking the perspective of the avatar. Against this background, we discuss affective, cognitive, and visuo-spatial perspective taking of the avatar. As evidence for avatar-self merging, we present findings showing that when users take the avatar's perspective, they can show spontaneous behavioral tendencies that run counter to their own.

Development of cool and hot theory of mind and cool and hot inhibitory control abilities from 3.5 to 6.5 years of age

Attributing affectively neutral mental states such as thoughts (i.e., cool theory of mind, cool ToM) to others appears to be rooted in different processes than the ones involved in attributing affectively charged mental states such as emotions (i.e., hot ToM) to others. However, no study has investigated the developmental pattern of hot and cool ToM abilities using a similar task and the relative contribution of cool and hot inhibitory control (IC) to cool and hot ToM development. To do so, we tested 112 children aged 3.5 to 6.5 years on a cool and a hot version of a ToM task and on a cool and hot version of an IC task. We found that hot ToM abilities developed more rapidly than cool ToM. Importantly, we found that hot IC abilities mediated the relation between age and hot ToM abilities. Taken together, our results suggest that the ability to attribute emotions to others develops more rapidly than the ability to attribute thoughts and that the growing efficiency of hot ToM with age is specifically rooted in the growing efficiency of hot IC abilities.

The role of trait empathy in the processing of observed actions in a false-belief task

Empathic brain responses are characterized by overlapping activations between active experience and observation of an emotion in another person, with the pattern for observation being modulated by trait empathy. Also for self-performed and observed errors, similar brain activity has been described, but findings concerning the role of empathy are mixed. We hypothesized that trait empathy modulates the processing of observed responses if expectations concerning the response are based on the beliefs of the observed person. In the present study, we utilized a false-belief task in which observed person’s and observer’s task-related knowledge were dissociated and errors and correct responses could be expected or unexpected. While theta power was generally modulated by the expectancy of the observed response, a negative mediofrontal event-related potential (ERP) component was more pronounced for unexpected observed actions only in participants with higher trait empathy (assessed by the Empathy Quotient), as revealed by linear mixed effects analyses. Cognitive and affective empathy, assessed by the Interpersonal Reactivity Index, were not significantly related to the ERP component. The results suggest that trait empathy can facilitate the generation of predictions and thereby modulate specific aspects of the processing of observed actions, while the contributions of specific empathy components remain unclear.

Brain mechanisms of visuospatial perspective-taking in relation to object mental rotation and the theory of mind

Visuospatial perspective-taking (VPT) is a process of imagining what can be seen and how a scene looks from a location and orientation in space that differs from one's own. It comprises two levels that are underpinned by distinct neurocognitive processes. Level-2 VPT is often studied in relation to two other cognitive phenomena, object mental rotation (oMR) and theory of mind (ToM). With the aim to describe the broad picture of neurocognitive processes underlying level-2 VPT, here we give an overview of the recent behavioral and neuroscientific findings of level-2 VPT. We discuss its relation to level-1 VPT, which is also referred to as perspective-tracking, and the neighboring topics, oMR and ToM. Neuroscientific research shows that level-2 VPT is a diverse cognitive process, encompassing functionally distinct neural circuits. It shares brain substrates with oMR, especially those parietal brain areas that are specialized in spatial reasoning. However, compared to oMR, level-2 VPT involves additional activations in brain structures that are typically involved in ToM tasks and deal with self/other distinctions. In addition, level-2 VPT has been suggested to engage brain areas coding for internal representations of the body. Thus, the neurocognitive model underpinning level-2 VPT can be understood as a combination of visuospatial processing with social cognition and body schema representations.

Machiavellian strategist or cultural learner? Mentalizing and learning over development in a resource-sharing game

Theorists have sought to identify the key selection pressures that drove the evolution of our species' cognitive abilities, life histories and cooperative inclinations. Focusing on two leading theories, each capable of accounting for many of the rapid changes in our lineage, we present a simple experiment designed to assess the explanatory power of both the Machiavellian Intelligence and the Cultural Brain/Intelligence Hypotheses. Children (aged 3-7 years) observed a novel social interaction that provided them with behavioural information that could either be used to outmanoeuvre a partner in subsequent interactions or for cultural learning. The results show that, even after four rounds of repeated interaction and sometimes lower pay-offs, children continued to rely on copying the observed behaviour instead of harnessing the available social information to strategically extract pay-offs (stickers) from their partners. Analyses further reveal that superior mentalizing abilities are associated with more targeted cultural learning - the selective copying of fewer irrelevant actions - while superior generalized cognitive abilities are associated with greater imitation of irrelevant actions. Neither mentalizing capacities nor more general measures of cognition explain children's ability to strategically use social information to maximize pay-offs. These results provide developmental evidence favouring the Cultural Brain/Intelligence Hypothesis over the Machiavellian Intelligence Hypothesis.

Are the classic false belief tasks cursed? Young children are just as likely as older children to pass a false belief task when they are not required to overcome the curse of knowledge

The question of when children understand that others have minds that can represent or misrepresent reality (i.e., possess a 'Theory of Mind') is hotly debated. This understanding plays a fundamental role in social interaction (e.g., interpreting human behavior, communicating, empathizing). Most research on this topic has relied on false belief tasks such as the 'Sally-Anne Task', because researchers have argued that it is the strongest litmus test examining one's understanding that the mind can misrepresent reality. Unfortunately, in addition to a variety of other cognitive demands this widely used measure also unnecessarily involves overcoming a bias that is especially pronounced in young children-the 'curse of knowledge' (the tendency to be biased by one's knowledge when considering less-informed perspectives). Three- to 6-year-old's (n = 230) false belief reasoning was examined across tasks that either did, or did not, require overcoming the curse of knowledge, revealing that when the curse of knowledge was removed three-year-olds were significantly better at inferring false beliefs, and as accurate as five- and six-year-olds. These findings reveal that the classic task is not specifically measuring false belief understanding. Instead, previously observed developmental changes in children's performance could be attributed to the ability to overcome the curse of knowledge. Similarly, previously observed relationships between individual differences in false belief reasoning and a variety of social outcomes could instead be the result of individual differences in the ability to overcome the curse of knowledge, highlighting the need to re-evaluate how best to interpret large bodies of research on false belief reasoning and social-emotional functioning.

Children's understanding of when a person's confidence and hesitancy is a cue to their credibility

The most readily-observable and influential cue to one's credibility is their confidence. Although one's confidence correlates with knowledge, one should not always trust confident sources or disregard hesitant ones. Three experiments (N = 662; 3- to 12-year-olds) examined the developmental trajectory of children's understanding of 'calibration': whether a person's confidence or hesitancy correlates with their knowledge. Experiments 1 and 2 provide evidence that children use a person's history of calibration to guide their learning. Experiments 2 and 3 revealed a developmental progression in calibration understanding: Children preferred a well-calibrated over a miscalibrated confident person by around 4 years, whereas even 7- to 8-year-olds were insensitive to calibration in hesitant people. The widespread implications for social learning, impression formation, and social cognition are discussed.

The acquisition of compositional meaning

How do people create meaning from a string of sounds or pattern of dots? Insights into this process can be obtained from the way children acquire sentence meanings. According to the well-known principle of compositionality, the meaning of an expression is a function of the meanings of its parts and the way they are syntactically combined. However, children frequently seem to ignore syntactic structure in their sentence interpretations, suggesting that syntax is merely one of the sources of information constraining meaning and does not have a special status. A fundamental assumption in the argument in favour of compositionality is that speakers and listeners generally agree upon the meanings of sentences. Remarkably, however, children as listeners do not always understand what they are able to produce as speakers, and vice versa. For example, children's production of word order appears to develop ahead of their comprehension of word order in the acquisition of languages like English and Dutch. Such production-comprehension asymmetries are not uncommon in child language and motivate a view of compositionality as a principle pertaining to the result of perspective taking, and of meaning composition as a process of speaker-listener coordination. This article is part of the theme issue 'Towards mechanistic models of meaning composition'.

An eye-tracking study of selective trust development in children with and without autism spectrum disorder

The purpose of this study was to explore whether children with autism display selectivity in social learning. We investigated the processing of word mappings provided by speakers who differed on previously demonstrated accuracy and on potential degree of reliability in three groups of children (children with autism spectrum disorder, children with developmental language disorder, and typically developing children) aged 4-9 years. In Task 1, one speaker consistently misnamed familiar objects and the second speaker consistently gave correct names. In Task 2, both speakers provided correct information but differed on how they could achieve this accuracy. We analyzed how the speakers' profiles influenced children's decisions to rely on them in order to learn novel words. We also examined how children attended to the speakers' testimony by tracking their eye movements and comparing children' gaze distribution across speakers' faces and objects of their choice. Results show that children rely on associative trait attribution heuristics to selectively learn from accurate speakers. In Task 1, children in all groups preferred the novel object selected by accurate speakers and directly avoided information provided by previously inaccurate speakers, as revealed by the eye-tracking data. In Task 2, where more sophisticated reasoning about speakers' reliability was required, only children in the typically developing group performed above chance. Nonverbal intelligence score emerged as a predictor of children's preference for more reliable informational sources. In addition, children with autism exhibited reduced attention to speakers' faces compared with children in the comparison groups.

Speaking Your Mind: Language and Narrative in Young Children's Theory of Mind Development

Research consistently finds that language and theory of mind are interrelated. The content and qualities of language that specifically predict theory of mind remain under investigation and the question of why language might impact theory of mind development is open. In this chapter we analyze and highlight current findings and theory addressing theory of mind and language. The principal focus is upon typically developing children between ages 2 and 5, a period characterized by extensive development in language and social understanding. We propose that the study of young children's narrative development can inform how and why language and theory of mind are connected. False belief understanding and narrative comprehension share many similarities and this association provides a promising avenue for future work.

Psychopathic Personality Traits Scale (PPTS): Construct Validity of the Instrument in a Sample of U.S. Prisoners

The Psychopathic Personality Traits Scale (PPTS; Boduszek et al., 2016) is a personality-based psychopathy assessment tool consisting of four subscales: affective responsiveness, cognitive responsiveness, interpersonal manipulation, and egocentricity. Although the measure offers a promising alternative to other, more behaviorally weighted scales, to date the factor structure of the PPTS and differential predictive validity of its dimensions has only been tested in one study. Consequently, the objective of the present research was to assess construct validity, factor structure, and composite reliability of the PPTS within a sample of U.S. male and female incarcerated offenders (N = 772). Another goal was to test the predictive efficiency of the PPTS dimensions for different types of offences (serial killing, homicide, sex crimes, weapon-related crimes, domestic violence, white-collar crimes, property crimes, drug-related crimes), recidivism (i.e., number of incarcerations), time spent in prison, and gender. Dimensionality and construct validity of the PPTS was investigated using traditional CFA techniques, confirmatory bifactor analysis, and multitrait-multimethod modelling (MTMM). Seven alternative models of the PPTS were estimated in Mplus using WLSMV estimator. An MTMM model with four grouping factors (affective responsiveness, cognitive responsiveness, interpersonal manipulation, and egocentricity) while controlling for two method factors (knowledge/skills and attitudes/beliefs) offered the best representation of the data. Good composite reliability and differential predictive validity was reported. The PPTS can be reliably used among prisoners from the United States.

Experiments in Artificial Theory of Mind: From Safety to Story-Telling

Theory of mind is the term given by philosophers and psychologists for the ability to form a predictive model of self and others. In this paper we focus on synthetic models of theory of mind. We contend firstly that such models—especially when tested experimentally—can provide useful insights into cognition, and secondly that artificial theory of mind can provide intelligent robots with powerful new capabilities, in particular social intelligence for human-robot interaction. This paper advances the hypothesis that simulation-based internal models offer a powerful and realisable, theory-driven basis for artificial theory of mind. Proposed as a computational model of the simulation theory of mind, our simulation-based internal model equips a robot with an internal model of itself and its environment, including other dynamic actors, which can test (i.e., simulate) the robot's next possible actions and hence anticipate the likely consequences of those actions both for itself and others. Although it falls far short of a full artificial theory of mind, our model does allow us to test several interesting scenarios: in some of these a robot equipped with the internal model interacts with other robots without an internal model, but acting as proxy humans; in others two robots each with a simulation-based internal model interact with each other. We outline a series of experiments which each demonstrate some aspect of artificial theory of mind.