What is Theory of Mind?
Theory of mind is divided between first-order and second-order understanding. The best way to explain the difference between the two is that first-order deals with a single proposition such as A believes X, whereas second-order deals with two propositions, A believes that B believes X (Miller, 2009). For first-order understanding the child understands that other people are capable of thinking something different than they are thinking. The classic example that comes to mind for anyone who has taken a Cognitive Psychology course is the Bandaid box. In this situation the child is shown a closed box of Bandaids and asked what they think is inside. The child responds Bandaids, but when the box is opened the child sees that the box contains crayons. The child is then shown a puppet and asked what the puppet thinks is in the box. If the child responds Bandaids they understand that the puppet is capable of having a different thought than their own.
For second-order understanding the child understands that another person (A) is capable of believing that another person (B) understands something different. An example of this is when you are watching TV and there are two characters on the screen (character A and B). These two characters (A and B) witness a situation and one character (B) leaves the scene. While the second character (B) is gone something happens that the first character (A) witnesses that discredits the event that both characters (A and B) had seen together. But, you as the TV viewer saw that in fact, the second character (B) was watching from a distance and now knows the truth as well. The fact that you as a viewer understand that character A still thinks that character B has a false belief about the situation shows you have second-order understanding. You are capable of understanding that another person (character A) can have a false belief about another person's understanding (character B). First-order theory of mind emerges around the age of 3-5 years and second-order around the age of 5-6 years.
Theory of mind is divided between first-order and second-order understanding. The best way to explain the difference between the two is that first-order deals with a single proposition such as A believes X, whereas second-order deals with two propositions, A believes that B believes X (Miller, 2009). For first-order understanding the child understands that other people are capable of thinking something different than they are thinking. The classic example that comes to mind for anyone who has taken a Cognitive Psychology course is the Bandaid box. In this situation the child is shown a closed box of Bandaids and asked what they think is inside. The child responds Bandaids, but when the box is opened the child sees that the box contains crayons. The child is then shown a puppet and asked what the puppet thinks is in the box. If the child responds Bandaids they understand that the puppet is capable of having a different thought than their own.
For second-order understanding the child understands that another person (A) is capable of believing that another person (B) understands something different. An example of this is when you are watching TV and there are two characters on the screen (character A and B). These two characters (A and B) witness a situation and one character (B) leaves the scene. While the second character (B) is gone something happens that the first character (A) witnesses that discredits the event that both characters (A and B) had seen together. But, you as the TV viewer saw that in fact, the second character (B) was watching from a distance and now knows the truth as well. The fact that you as a viewer understand that character A still thinks that character B has a false belief about the situation shows you have second-order understanding. You are capable of understanding that another person (character A) can have a false belief about another person's understanding (character B). First-order theory of mind emerges around the age of 3-5 years and second-order around the age of 5-6 years.
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How is Theory of Mind Related to Lying?
In order to tell a lie you must understand that another person is capable of thinking something different than what you already think, because if not what is the point in telling a lie? This is where first-order theory of mind comes into action. Research has been done looking into children's first-order theory of mind development and their lie telling behaviour. Research has found a relationship between the child's first-order theory of mind understanding and their lie telling, specifically their initial lie telling but not their capacity to maintain the lie through follow up questions (Talwar; Gordon & Lee, 2007).
Research looking into second-order theory of mind understanding has found evidence of a relationship between the child's second-order theory of mind understanding and their capacity to maintain a lie (Talwar & Lee, 2002). Children's capacity to maintain a lie means that they keep their story straight and do not reveal details that would give away their lie through follow up questioning.
In order to tell a lie you must understand that another person is capable of thinking something different than what you already think, because if not what is the point in telling a lie? This is where first-order theory of mind comes into action. Research has been done looking into children's first-order theory of mind development and their lie telling behaviour. Research has found a relationship between the child's first-order theory of mind understanding and their lie telling, specifically their initial lie telling but not their capacity to maintain the lie through follow up questions (Talwar; Gordon & Lee, 2007).
Research looking into second-order theory of mind understanding has found evidence of a relationship between the child's second-order theory of mind understanding and their capacity to maintain a lie (Talwar & Lee, 2002). Children's capacity to maintain a lie means that they keep their story straight and do not reveal details that would give away their lie through follow up questioning.
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Possible Implications
You may ask why do we care about these associations, they are interesting but what does it matter in the real world? One may argue that understanding what cognitive skills a child must possess in order to tell a lie, and be capable of maintaing this lie would allow individuals to test the children for such cognitive skills and determine based on these results whether or not the child is capable of telling a lie.
You may ask why do we care about these associations, they are interesting but what does it matter in the real world? One may argue that understanding what cognitive skills a child must possess in order to tell a lie, and be capable of maintaing this lie would allow individuals to test the children for such cognitive skills and determine based on these results whether or not the child is capable of telling a lie.
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References:
Millerr, S. A. (2009). Children's understanding of second-order mental states. Psychological Bulletin, 135, 749-773.
Talwar, V.; Gordon, H. M. & Lee, K. (2007). Lying in elementary school years: Verbal deception and its relation to
second-order belief understanding, Developmental Psychology, 43, 804-810.
Talwar, V. & Lee, K. (2002). Development of lying to conceal a transgression: Children's control of expressive behavior
during verbal deception. International Journal of Behavioral Development, 26, 436-444.
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