Learning Objectives
- To understand how we define the concept of Theory of Mind.
- To explain the role which Theory of Mind plays in human evolution and behaviour.
- To appreciate the nuance involved in establishing higher-level thinking in nonverbal populations, including humans and non-human animals.
Materials
- Multimedia display.
- Whiteboards and markers.
Overview
This lab explores Theory of Mind through several approaches. Students begin by discussing what it is and how it is used in daily experience, then consider how it may have evolved in humans. Finally, they critically examine well-known paradigms in Theory of Mind research and discuss what those paradigms can and cannot establish.
Time Allocation
| Activity | Time |
|---|---|
| Introduction | 5 min |
| What’s happening here? | 10 min |
| Evolution of Theory of Mind | 15 min |
| Investigating Theory of Mind | 15 min |
| Question submission | 5 min |
What’s happening here?
Play a short video of simple coloured shapes moving around a screen. The motion is deliberately made to resemble living behaviour, and many viewers immediately attribute internal states and purposes to the shapes. Ask students how they interpreted the video and why.
Evolution of Theory of Mind
Ask why humans may possess Theory of Mind and why it is advantageous, even when it can produce projections like those seen in the previous activity. Use anthropomorphism to discuss the risks of projecting human interpretations onto non-human animals.
Investigating Theory of Mind
Present a sequence of paradigms from Theory of Mind research. For each, students identify how the study attempts to measure Theory of Mind and what limitations prevent the result from being treated as proof, particularly in infants and non-human animals.
Final submission
Out of the examples of paradigms used to study Theory of Mind in humans and non-human animals, which did you find most interesting, and why?