Supplemental Material for The Goal-Dependence of Level-1 and Level-2 Visual Perspective Calculation

2020 ◽  
Keyword(s):  
Visual Perspective ◽  
Level 1 ◽  
Perspective Calculation ◽  
Level 2

Autistic children understand seeing and wanting

1991 ◽  
Vol 3 (2) ◽  
pp. 163-174 ◽  
Author(s):  
Jacinta Tan ◽  
Paul L. Harris
Keyword(s):  
Perspective Taking ◽  
Visual Perspective ◽  
Autistic Children ◽  
Normal Children ◽  
Mental Age ◽  
Relative Success ◽  
Visual Perspective Taking ◽  
Level 1 ◽  
Psychological Tasks ◽  
Level 2

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.

Autistic children understand seeing and wanting

1991 ◽  
Vol 3 (2) ◽  
pp. 163-174 ◽  
Author(s):  
Jacinta Tan ◽  
Paul L. Harris
Keyword(s):  
Perspective Taking ◽  
Visual Perspective ◽  
Autistic Children ◽  
Normal Children ◽  
Mental Age ◽  
Relative Success ◽  
Visual Perspective Taking ◽  
Level 1 ◽  
Psychological Tasks ◽  
Level 2

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.

Challenging the Two-systems Model of Mindreading

2019 ◽  
pp. 79-106
Author(s):  
Pierre Jacob
Keyword(s):  
Working Memory ◽  
Perspective Taking ◽  
Ontogenetic Development ◽  
Cognitive Systems ◽  
Visual Perspective ◽  
Middle Ground ◽  
Systems Model ◽  
Two Systems ◽  
Level 1 ◽  
Level 2

The two-systems model of mindreading advocated by Ian Apperly and Steve Butterfill seeks to find a middle ground between full-blown mindreading and either behaviour-reading or so-called ‘sub-mentalizing’. Minimal mindreading is taken to be efficient, automatic, and to emerge early in human ontogenetic development. Full-blown mindreading is taken to be flexible, less efficient, and to develop later. This chapter raises three challenges for this model. First, it challenges its claim to resolve the developmental puzzle. Secondly, it challenges the claim that the representation of the aspectuality of beliefs falls outside the scope of minimal mindreading. Finally, examination of the contrast between Level-1 and Level-2 visual perspective-taking undermines the sharp dichotomy between automatic and flexible cognitive processes. The alternative picture supported by this chapter is of a single mindreading system that can be used in ways that are more or less effortful as a result of interacting with other cognitive systems, such as working memory and executive control.

scholarly journals Effects of non-invasive brain stimulation on visual perspective taking: A meta-analytic study

2021 ◽  
Author(s):  
Yuan-Wei Yao ◽  
Vivien Chopurian ◽  
Lei Zhang ◽  
Claus Lamm ◽  
Hauke R. Heekeren
Keyword(s):  
Mental Rotation ◽  
Brain Stimulation ◽  
Perspective Taking ◽  
Visual Perspective ◽  
Temporoparietal Junction ◽  
Non Invasive ◽  
Visual Perspective Taking ◽  
Level 1 ◽  
Meta Analyses ◽  
Level 2

Visual perspective taking (VPT) is a critical ability required by complex social interaction. Non-invasive brain stimulation (NIBS) has been increasingly used to examine the causal relationship between brain activity and VPT, yet with heterogeneous results. In the current study, we conducted two meta-analyses to examine the effects of NIBS of the right temporoparietal junction (rTPJ) or dorsomedial prefrontal cortex (dmPFC) on VPT, respectively. We performed a comprehensive literature search to identify qualified studies, and computed the standardized effect size (ES) for each combination of VPT level (Level-1: visibility judgment; Level-2: mental rotation) and perspective (self and other). Twelve studies (rTPJ: 11 studies, 20 ESs; dmPFC: 4 studies, 18 ESs) were included in the meta-analyses. Random-effects models were used to generate the overall effects. Subgroup analyses for distinct VPT conditions were also performed. We found that stimulation of rTPJ significantly improved participants' visibility judgment from the allocentric perspective, whereas dmPFC stimulation mainly influenced Level-1 performance from the egocentric perspective. For both areas, the effects of stimulation on Level-2 performance are negligible. These findings suggest that the rTPJ and dmPFC are involved in basic allocentric and egocentric perspective-taking processes, respectively. Notably, contrary to some theoretical models, neither of them appears to be necessary for more complex VPT with a higher requirement of mental rotation. These findings may help clarify the causal roles of the rTPJ and dmPFC in VPT and emphasize the importance of specifying VPT conditions in experimental designs.

Group membership and the effects on visual perspective taking

2018 ◽  
Author(s):  
Dana Schneider ◽  
Anne Grigutsch ◽  
Matthias Schurz ◽  
Romi Zäske ◽  
Stefan R. Schweinberger
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Perspective Taking ◽  
Visual Perspective ◽  
Interference Effects ◽  
Social Categories ◽  
Visual Perspective Taking ◽  
Mental State Ascription ◽  
Ethnic Nationality ◽  
Level 1

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.

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS DALAM MENYELESAIKAN MASALAH STATISTIKA

2018 ◽  
Vol 5 (2) ◽  
pp. 7 ◽  
Author(s):  
Ahmad Aunur Rohman
Keyword(s):  
Level 1 ◽  
Level 2

Penelitian ini dimaksudkan untuk mengetahui bagaimana kemampuan komunikasi matematis mahasiswa terhadap pemahaman statistika. Data dalam penelitian ini berupa hasil pekerjaan tes tertulis tentang kemampuan komunikasi matematis dan wawancara terhadap subjek penelitian. Pengumpulan data diperoleh dengan tes dan wawancara. Uji keabsahan data yang digunakan adalah triangulasi. Data penelitan yang terkumpul dianalisis dengan analisis data non statistik yang terdiri dari tiga alur, yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi data. Hasil penelitian menunjukkan bahwa 1) Terdapat 5 mahasiswa yang berada pada level 0 (sangat kurang baik); 2) 24 mahasiswa berada pada level 1 (kurang baik); 3) 6 mahasiswa berada pada level 2 (cukup baik); Penelitian ini diharapkan dapat memacu individu lain untuk melakukan penelitian yang lebih baik dan mendalam tentang kemampuan komunikasi matematis.

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