Uncovering a Differentiated Theory of Mind in Children with Autism and Asperger Syndrome

Dissertation Title: Uncovering a Differentiated Theory of Mind in Children with Autism and Asperger Syndrome Michele Tully Tine Dissertation Chair: Joan Lucariello Metarepresentational Theory of Mind was studied in children with autism and Asperger syndrome. This research challenged the prominent view that Theory of Mind (ToM) is a single, integrated cognitive ability, wherein reasoning about the mental states of self and others are considered to be one and the same. The Functional Multilinear Socialization Model (Lucariello, 2004) proposes that ToM differentiates into separate cognitive abilities based on the target of reasoning. Social ToM is defined as reasoning about others’ mental states. Intrapersonal ToM is defined reasoning about one’s own mental states. The current work aimed to investigate if ToM abilities in children with autism and Asperger syndrome differentiate into Social and Intrapersonal ToM. A second aim was to determine if ToM differentiation patterns for children with autism and Asperger syndrome were different. Participants included 39 children with autism and 34 children with Asperger syndrome ages 8-14. Measures included a language measure, an IQ measure, and a battery of ToM tasks. The ToM tasks assessed Social and Intrapersonal ToM related to distinguishing appearance from reality, representational change, false belief, and perspective-taking across the domains of emotions, beliefs, and perceptions. Theory of Mind differentiated into Social ToM and Intrapersonal ToM for all participants. Both children with autism and Asperger syndrome obtained lower Social ToM scores than Intrapersonal ToM scores. ToM differentiation patterns for children with autism were distinct from children with Asperger syndrome. The difference between Intrapersonal ToM and Social ToM was greater for children with autism than children with Asperger syndrome.