scholarly journals Anxiety impairs spontaneous perspective calculation: Evidence from a level-1 visual perspective-taking task

Cognition ◽  
2016 ◽  
Vol 156 ◽  
pp. 88-94 ◽  
Author(s):  
Andrew R. Todd ◽  
Austin J. Simpson
2018 ◽  
Author(s):  
Dana Schneider ◽  
Anne Grigutsch ◽  
Matthias Schurz ◽  
Romi Zäske ◽  
Stefan R. Schweinberger

It has been hypothesized that visual perspective-taking, a basic Theory of Mind mechanism, might operate quite automatically particularly in terms of ´what´ someone else sees. As such we were interested in whether different social categories of an agent (e.g., gender, race, nationality) influence this mental state ascription mechanism. We tested this assumption by investigating the Samson level-1 visual perspective-taking paradigm using agents with different ethnic nationality appearances. A group of self-identified Turkish and German participants were asked to make visual perspective judgments from their own perspective (self-judgment) as well as from the perspective of a prototypical Turkish or German agent (other-judgment). The respective related interference effects - altercentric and egocentric interferences - were measured. When making other-judgments, German participants showed increased egocentric interferences for Turkish compared to German agents. Turkish participants showed no ethnic group influence for egocentric interferences and reported feeling associated with the German and Turkish nationality to a similar extent. For self-judgments, altercentric interferences were of similar magnitude for both ethnic agents in both participant groups. Overall this indicates that in level-1 visual perspective-taking, other-judgments and related egocentric interferences are sensitive to social categories and are better described as a flexible, controlled and deliberate mental state ascription mechanism. In contrast, self-judgments and related altercentric interference effects are better described as automatic, efficient and unconscious mental state ascription mechanisms. In a broader sense the current results suggest that we should stop considering automaticity an all-or-none principle when it comes theory of mind processes.


Cognition ◽  
2017 ◽  
Vol 159 ◽  
pp. 97-101 ◽  
Author(s):  
Andrew R. Todd ◽  
C. Daryl Cameron ◽  
Austin J. Simpson

2013 ◽  
Vol 29 (4) ◽  
pp. 1671-1685 ◽  
Author(s):  
Karl F. MacDorman ◽  
Preethi Srinivas ◽  
Himalaya Patel

1991 ◽  
Vol 3 (2) ◽  
pp. 163-174 ◽  
Author(s):  
Jacinta Tan ◽  
Paul L. Harris

AbstractAutistic children were assessed for their understanding of seeing and wanting. In Experiment 1, they judged whether a target was visible to each of two observers (a Level 1 task of visual perspective-taking) and which of two targets each observer would identify as “in front” (a Level 2 task). The autistic children performed as well as normal children of the same verbal mental age on both tasks. In Experiment 2, autistic children identified the emotion that familiar situations would elicit, expressed a selective preference or desire, and reidentified that desire despite an outcome that thwarted it. Their performance was similar to that of normal and retarded children equated for verbal mental age. An explanation is offered for autistic children's difficulty on some psychological tasks and their relative success on others.


1991 ◽  
Vol 3 (2) ◽  
pp. 163-174 ◽  
Author(s):  
Jacinta Tan ◽  
Paul L. Harris

AbstractAutistic children were assessed for their understanding of seeing and wanting. In Experiment 1, they judged whether a target was visible to each of two observers [a Level 1 task of visual perspective-taking] and which of two targets each observer would identify as “in front” [a Level 2 task]. The autistic children performed as well as normal children of the same verbal mental age on both tasks. In Experiment 2, autistic children identified the emotion that familiar situations would elicit, expressed a selective preference or desire, and reidentified that desire despite an outcome that thwarted it. Their performance was similar to that of normal and retarded children equated for verbal mental age. An explanation is offered for autistic children's difficulty on some psychological tasks and their relative success on others.


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