Information Processing Theory

Information Processing is not the work of a single theorist, but based on the ideas and research of several cognitive scientists studying how individuals perceive, analyze, manipulate, use, and remember information. This approach assumes that humans gradually improve in their processing skills; that is, development is continuous rather than stage-like. The more complex mental skills of adults are built from the primitive abilities of children. We are born with the ability to notice stimuli and store and retrieve information. Brain maturation enables advancements in our information processing system. At the same time, interactions with the environment also aid in our development of more effective strategies for processing information.

Improvements in basic thinking abilities generally occur in five areas during adolescence:

• Attention. Improvements are seen in selective attention (the process by which one focuses on one stimulus while tuning out another), as well as divided attention (the ability to pay attention to two or more stimuli at the same time).
• Memory. Improvements are seen in working memory and long-term memory.
• Processing Speed. Adolescents think more quickly than children. Processing speed improves sharply between age five and middle adolescence, levels off around age 15, and does not appear to change between late adolescence and adulthood.
• Organization of Thinking. Adolescents are more planful, they approach problems with strategy, and are flexible in using different strategies in different situations.
• Metacognition. Adolescents can think about thinking itself. This often involves monitoring one’s own cognitive activity during the thinking process. Metacognition provides the ability to plan ahead, see the future consequences of an action, and provide alternative explanations of events.

Changes in attention have been described by many as the key to changes in human memory (Nelson & Fivush, 2004; Posner & Rothbart, 2007). However, attention is not a unified function; it is comprised of sub-processes. Our ability to focus on a single task or stimulus, while ignoring distracting information, is called selective attention. There is a sharp improvement in selective attention from age six into adolescence (Vakil, Blachstein, Sheinman, & Greenstein, 2009). Sustained attention is the ability to stay on task for long periods of time. The ability to switch our focus between tasks or external stimuli is called divided attention or multitasking, which also improves into adolescence (Carlson, Zelazo, & Faja, 2013).

Automatic processing is usually done without any conscious awareness. How often do you drive home and can’t remember how you got there? This is an example of automatic processing that does not require you to consciously think about the steps involved in getting home, including how to drive your car and how to get there. Contrast that with driving somewhere unfamiliar. It probably required a lot of work and attention on your part in order to navigate. Perhaps you even turned down the radio so you could focus better. This is known as effortful processing.

There are three types of encoding. The encoding of words and their meaning is known as semantic encoding. It was first demonstrated by William Bousfield (1935) in an experiment in which he asked people to memorize words. The 60 words were actually divided into 4 categories of meaning, although the participants did not know this because the words were randomly presented. When they were asked to remember the words, they tended to recall them in categories, showing that they paid attention to the meanings of the words as they learned them.

Video 7.10 Attention explains the ways in which we may attend or fail to attend to stimuli.

The ability to use selective attention improves through childhood and into adolescence. While children’s selective attention may be inconsistent during middle childhood, adolescents demonstrate the ability to reliably select and prioritize stimuli for attention. The development of this ability is influenced by the child’s temperament (Rothbart & Rueda, 2005), the complexity of the stimulus or task (Porporino, Shore, Iarocci & Burack, 2004), and may be dependent on whether the stimuli are visual or auditory (Guy, Rogers & Cornish, 2013). Guy et al. (2013) found that children’s ability to selectively attend to visual information outpaced that of auditory stimuli. This may explain why young children are not able to hear the voice of the teacher over the cacophony of sounds in the typical preschool classroom (Jones, Moore & Amitay, 2015). Jones and his colleagues found that 4 to 7 year-olds could not filter out background noise, especially when its frequencies were close in sound to the target sound. In comparison, teens often performed similarly to adults.

Video 7.11 Theories of Selective Attention explains how and why we attend to some stimuli and not others.

Most measures of sustained attention typically ask individuals to spend several minutes focusing on one task, while waiting for an infrequent event, while there are multiple distractors for several minutes. Common estimates of the attention span of healthy teenagers and adults range from 10 to 20 minutes. There is some debate as to whether attention is consistently sustained or whether people repeatedly choose to re-focus on the same thing (Raichle, 1999). This ability to renew attention permits people to ‘pay attention’ to things that last for more than a few minutes.

For time-on-task measurements, the type of activity used in the test affects the results, as people are generally capable of a longer attention span when they are doing something that they find enjoyable or intrinsically motivating (Raichle, 1999). Attention is also sustained if the person is able to perform the task fluently, compared to a person who has difficulty performing the task, or to the same person when he or she is just learning the task. Fatigue, hunger, noise, and emotional stress reduce the time focused on the task. After losing attention from a topic, a person may restore it by resting, doing a different kind of activity, changing mental focus, or deliberately choosing to re-focus on the first topic.

Divided attention can be thought of in a couple of ways. We may look at how well people are able to multitask, performing two or more tasks simultaneously, or how people are able to alternate attention between two or more tasks. For example, walking and talking to a friend at the same time is multitasking, where trying to text while driving requires us to quickly alternate attention between two tasks.

Young children (age 3-4) have considerable difficulties in dividing their attention between two tasks, and often perform at levels equivalent to our closest relative, the chimpanzee, but by age five they have surpassed the chimp (Hermann, Misch, Hernandez-Lloreda & Tomasello, 2015; Hermann & Tomasello, 2015). Despite these improvements, 5-year-olds continue to perform below the level of school-age children, adolescents, and adults. These skills continue to develop into adolescence.

Regardless of age, we have a limited capacity for attention and the division of attention is confined to that limitation. Our ability to effectively multitask or alternate attention is dependent on the automaticity or complexity of the task, but are also influenced by conditions like anxiety, arousal, task difficulty, and skills (Sternberg & Sternberg, 2012). Research shows that when dividing attention, people are more apt to make mistakes or perform their tasks more slowly (Matlin, 2013). Attention must be divided among all of the component tasks to perform them.

Classical research on divided attention involved people performing simultaneous tasks, like reading stories while listening and writing something else, or listening to two separate messages through different ears. Participants were often tested on their ability to learn new information while engaged in multiple tasks. More current research examines the performance of doing two tasks simultaneously (Matlin, 2013), such as driving while performing another task. This research reveals that the human attentional system has limits for what it can process. For examples, driving performance is worse while engaged in other tasks; drivers make more mistakes, brake harder and later, get into more accidents, veer into other lanes, and/or are less aware of their surroundings when engaged in the previously discussed tasks (Collet et al., 2009; Salvucci & Taatgen, 2008; Strayer & Drews, 2007).

Video 7.12 The Spotlight Model of Attention and Our Ability to Multitask explains how we divide our attention to attend to different tasks or information. 

Memory is central to cognitive development. Our memories form the basis for our sense of self, guide our thoughts and decisions, influence our emotional reactions, and allow us to learn (Bauer, 2008)^[1].

It is thought that Piaget underestimated memory ability in infants (Schneider, 2015)^[2].

As mentioned when discussing the development of infant senses, within the first few weeks of birth, infants recognize their caregivers by face, voice, and smell. Sensory and caregiver memories are apparent in the first month, motor memories by 3 months, and then, at about 9 months, more complex memories including language (Mullally & Maguire, 2014)^[3]. There is agreement that memory is fragile in the first months of life, but that improves with age. Repeated sensations and brain maturation are required in order to process and recall events (Bauer, 2008). Infants remember things that happened weeks and months ago (Mullally & Maguire, 2014), although they most likely will not remember it decades later. From the cognitive perspective, this has been explained by the idea that the lack of linguistic skills of babies and toddlers limit their ability to mentally represent events; thereby, reducing their ability to encode memory. Moreover, even if infants do form such early memories, older children and adults may not be able to access them because they may be employing very different, more linguistically based, retrieval cues than infants used when forming the memory. 

Memory is an information processing system; therefore, we often compare it to a computer. Memory is the set of processes used to encode, store, and retrieve information over different periods of time.

Figure 7.5 Encoding involves the input of information into the memory system. Storage is the retention of encoded information. Retrieval, or getting the information out of memory and back into awareness, is the third function.

We get information into our brains through a process called encoding, which is the input of information into the memory system. Once we receive sensory information from the environment, our brains label or code it. We organize the information with other similar information and connect new concepts to existing concepts. Encoding information occurs through automatic processing and effortful processing.

Encoding strategies, such as rehearsal and elaboration, begin to emerge around 5 to 6 years of age, but children do not use them effectively until about age 7. Bjorklund (2005) describes a developmental progression in the acquisition and use of memory strategies. Such strategies are often lacking in younger children but increase in frequency as children progress through elementary school. Examples of memory strategies include rehearsing information you wish to recall, visualizing and organizing information, creating rhymes, such as “i” before “e” except after “c,” or inventing acronyms, such as “ROYGBIV” to remember the colors of the rainbow. Schneider, Kron-Sperl, and Hhünnerkopf (2009) reported a steady increase in the use of memory strategies from ages six to ten in their longitudinal study (see table 7.2). Moreover, by age ten, many children were using two or more memory strategies to help them recall information. Schneider and colleagues found that there were considerable individual differences at each age in the use of strategies and that children who utilized more strategies had better memory performance than their same-aged peers.

Table 7.2 Percentage of children who did not use any memory strategies by age.

Until the use of the strategy becomes automatic, it may slow down the learning process, as space is taken up in memory by the strategy itself. Initially, children may get frustrated because their memory performance may seem worse when they try to use the new strategy. Once children become more adept at using the strategy, their memory performance will improve. Sodian and Schneider (1999) found that new memory strategies acquired prior to age eight often show utilization deficiencies, with there being a gradual improvement in the child’s use of the strategy. In contrast, strategies acquired after this age often followed an “all-or-nothing” principle in which improvement was not gradual, but abrupt.

Knowledge Base

A child’s knowledge base–knowledge in particular areas that makes learning new information easier–helps to determine how easily new information is encoded (Berger, 2014). For example, a child who is an avid chess player will be able to encode new information about chess more easily than a child who has never played chess before. During middle childhood and adolescence, individuals are able to learn and remember more due to improvements in the way they attend to and store information. As people learn more about the world, they develop more categories for concepts and learn more efficient strategies for storing and retrieving information. One significant reason is that they continue to have more experiences on which to tie new information. In other words, their knowledge base expands.

Video 7.13 Encoding Strategies discusses various encoding techniques that help us store information in memory.

Once the information has been encoded, we have to somehow retain it. Our brains take the encoded information and place it in storage. Storage is the creation of a permanent record of information.

In order for a memory to go into storage (i.e., long-term memory), it has to pass through three distinct stages: Sensory Memory, Short-Term Memory, and finally, Long-Term Memory. These stages were first proposed by Richard Atkinson and Richard Shiffrin (1968). Their model of human memory (Figure 7.6), called the Atkinson-Shiffrin (A-S) or stores model, is based on the belief that we process memories in the same way that a computer processes information. Infants have the ability to store memories in a limited capacity. For example, older infants can remember simple actions previously seen for longer periods of time than younger infants can. The ability to repeat an action after a period of time is called deferred imitation.

Figure 7.6 According to the Atkinson-Shiffrin model of memory, information passes through three distinct stages in order for it to be stored in long-term memory.

Video 7.14 Information Processing Model: Sensory, Working, and Long Term Memory explains the three-box model of memory.

In the Atkinson-Shiffrin model, stimuli from the environment are processed first in sensory memory: storage of brief sensory events, such as sights, sounds, and tastes. It is very brief storage, essentially long enough for the brain to register and start processing the information. Sensory memory can hold visual information for about half of a second and auditory information for a few seconds. We are constantly bombarded with sensory information. We cannot absorb all of it, or even most of it. And most of it has no impact on our lives. Sensory information about sights, sounds, smells, and even textures, which we do not view as valuable information, we discard. If we view something as valuable, the information will move into our short-term memory system.

Unlike other cognitive processes, it seems that sensory memory does not change from infancy (Siegler, 1998), but without the ability to encode the information, it fades from sensory memory quickly (Papalia et al., 2008). As children and adolescents become more capable of encoding, they can take more advantage of the information available to them in the sensory memory.

Short-Term (Working) Memory

Short-term memory (STM), also called working memory, is a temporary storage system that processes incoming sensory memory. Short-term memory is the bridge between information taken in through sensory memory and the more permanent storage of information in long-term memory. Information that is not moved along from short-term memory to long-term memory will be forgotten. Short-term memory is also called working memory because this is the system where the “work” of memory happens. If you are retrieving information from your long-term memory, you are moving it into your working memory, where you can think about that information.

Think of working memory as the information you have displayed on your computer screen—a document, a spreadsheet, or a web page. Then, the information in this memory system goes to long-term memory (you save it to your hard drive), or it is discarded (you delete a document or close a web browser). This step of rehearsal, the conscious repetition of information to be remembered, to move STM into long-term memory is called memory consolidation.

You may find yourself asking, “How much information can our memory handle at once?” To explore the capacity and duration of your short-term memory, have a partner read the strings of random numbers (Figure 7.7) out loud to you, beginning each string by saying, “Ready?” and ending each by saying, “Recall,” at which point you should try to write down the string of numbers from memory.

Figure 7.7 Work through this series of numbers using the recall exercise explained above to determine the longest string of digits that you can store.

Note the longest string at which you got the series correct. For most people, this will be close to 7. Recall is somewhat better for random numbers than for random letters (Jacobs, 1887), and also often slightly better for information we hear (acoustic encoding) rather than see (visual encoding) (Anderson, 1969).

Short-term or working memory often requires conscious effort and adequate use of attention to function effectively. As you read earlier, children struggle with many aspects of attention, and this greatly diminishes their ability to consciously juggle several pieces of information in memory. The capacity of working memory, that is the amount of information someone can hold in consciousness, is smaller in young children than in older children and adults. The typical 5-year-old can hold only a 4 digit number active. The typical adult and teenager can hold a 7 digit number active in their short-term memory. The capacity of working memory expands during middle and late childhood, and research has suggested that both an increase in processing speed and the ability to inhibit irrelevant information from entering memory are contributing to the greater efficiency of working memory during this age (de Ribaupierre, 2002). Changes in myelination and synaptic pruning in the cortex are likely behind the increase in processing speed and ability to filter out irrelevant stimuli (Kail, McBride-chang, Ferrer, Cho, & Shu, 2013).

Short-term memory can only hold information for a short period of time, without rehearsal. For a typical adolescent or adult, storage lasts about 20-30 seconds. Older children and adults use mental strategies to aid their memory performance. For instance, simple rote rehearsal may be used to commit information to memory. Young children often do not rehearse unless reminded to do so, and when they do rehearse, they often fail to use clustering rehearsal. In clustering rehearsal, the person rehearses previous material while adding in additional information. If a list of words is read out loud to you, you are likely to rehearse each word as you hear it along with any previous words you were given. Young children will repeat each word they hear, but often fail to repeat the prior words in the list. In Schneider, Kron-Sperl, and Hunnerkopf’s (2009) longitudinal study of 102 kindergarten children, the majority of children used no strategy to remember information, a finding that was consistent with previous research. As a result, their memory performance was poor when compared to their abilities as they aged and started to use more effective memory strategies.

STM and Learning

Individuals differ in their memory abilities, and these differences predict academic performance (Prebler, Krajewski, & Hasselhorn, 2013). Children with learning disabilities in math and reading often have difficulties with working memory (Alloway, 2009). They may struggle with following the directions of an assignment. When a task calls for multiple steps, children with poor working memory may miss steps because they may lose track of where they are in the task. Adults working with children with learning disabilities may need to communicate: using more familiar vocabulary, using shorter sentences, repeating task instructions more frequently, and breaking more complex tasks into smaller, more manageable steps. Some studies have also shown that more intensive training of working memory strategies, such as chunking, aid in improving the capacity of working memory in children with poor working memory (Alloway, Bibile, & Lau, 2013).

Executive Functions

Changes in attention and the working memory system also involve changes in executive function. Executive function refers to self-regulatory processes, such as the ability to inhibit behavior or cognitive flexibility, that enable adaptive responses to new situations or to reach a specific goal. Executive function skills gradually emerge during early childhood and continue to develop throughout childhood and adolescence. Like many cognitive changes, brain maturation, especially the prefrontal cortex, along with experience, influence the development of executive function skills. A child shows higher executive function skills when they have parents who are warmer and more responsive, use scaffolding when the child is trying to solve a problem, and provide cognitively stimulating environments for the child (Fay-Stammbach, Hawes & Meredith, 2014). For instance, scaffolding was positively correlated with greater cognitive flexibility at age two and inhibitory control at age four (Bibok, Carpendale & Müller, 2009).

As noted earlier, executive functions, such as attention, increases in working memory, and cognitive flexibility, have been steadily improving since early childhood. Studies have found that executive function is very competent in adolescence. However, self-regulation, or the ability to control impulses, may still fail. A failure in self-regulation is especially true when there is high stress or high demand on mental functions (Luciano & Collins, 2012). While high stress or demand may tax even an adult’s self-regulatory abilities, neurological changes in the adolescent brain may make teens particularly prone to more risky decision-making under these conditions.

Long-term memory (LTM) is the continuous storage of information. Unlike short-term memory, the storage capacity of LTM has no real limits. It encompasses all the things you can remember what happened more than just a few minutes ago to all of the things that you can remember what happened days, weeks, and years ago. In keeping with the computer analogy, the information in your LTM would be like the information you have saved on the hard drive. It isn’t there on your desktop (your short-term memory), but you can pull up this information when you want it, at least most of the time. Not all long-term memories are strong memories. Some memories can only be recalled through prompts. For example, you might easily recall a fact— “What is the capital of the United States?”—or a procedure—”How do you ride a bike?”—but you might struggle to recall the name of the restaurant you had dinner when you were on vacation in France last summer. A prompt, such as that the restaurant was named after its owner, who spoke to you about your shared interest in soccer, may help you recall the name of the restaurant.

Long-term memory is divided into two types: explicit and implicit (Figure 7.8). Understanding the different types is important because a person’s age or particular types of brain trauma or disorders can leave certain types of LTM intact while having disastrous consequences for other types. Explicit memories, also called declarative memories, are those we consciously try to remember and recall. For example, if you are studying for your chemistry exam, the material you are learning will be part of your explicit memory. (Note: Sometimes, but not always, the terms explicit memory and declarative memory are used interchangeably.)

Figure 7.8 There are two components of long-term memory: explicit and implicit. Explicit memory includes episodic and semantic memory. Implicit memory includes procedural memory and things learned through conditioning.

Explicit or declarative memory has to do with the storage of facts and events we personally experienced. Explicit (declarative) memory has two parts: semantic memory and episodic memory. Semantic means having to do with language and knowledge about language. An example would be the question, “what does argumentative mean?” Stored in our semantic memory is knowledge about words, concepts, and language-based knowledge and facts. For example, answers to the following questions are stored in your semantic memory:

• Who was the first President of the United States?
• What is democracy?
• What is the longest river in the world?

Episodic memory is information about events we have personally experienced. The concept of episodic memory was first proposed about 40 years ago (Tulving, 1972). Since then, Tulving and others have looked at the scientific evidence and reformulated the theory. Currently, scientists believe that episodic memory is memory about happenings in particular places at particular times, the what, where, and when of an event (Tulving, 2002). It involves recollection of visual imagery as well as the feeling of familiarity (Hassabis & Maguire, 2007).

A component of episodic memory is autobiographical memory, or our personal narrative. Adolescents and adults rarely remember events from the first few years of life. We refer to the normal experience as infantile amnesia. In other words, we lack autobiographical memories from our experiences as an infant, toddler, and very young preschooler. Several factors contribute to the emergence of autobiographical memory, including brain maturation, improvements in language, opportunities to talk about experiences with parents and others, the development of the theory of mind, and a representation of “self” (Nelson & Fivush, 2004). Two-year-olds do remember fragments of personal experiences, but these are rarely coherent accounts of past events (Nelson & Ross, 1980). Between 2 and 2 ½ years of age, children can provide more information about past experiences. However, these recollections require considerable prodding by adults (Nelson & Fivush, 2004). Over the next few years, children will form more detailed autobiographical memories and engage in more reflection of the past.

Implicit memories, also called non-declarative memories, are memories that are not part of our consciousness. They are memories formed from behaviors. Implicit memory is also called non-declarative memory.

Procedural memory is a type of implicit memory: it stores information about how to do things. It is the memory for skilled actions, such as how to brush your teeth, how to drive a car, how to swim the crawl (freestyle) stroke. If you are learning how to swim

freestyle, you practice the stroke: how to move your arms, how to turn your head to alternate breathing from side to side, and how to kick your legs. You would practice this many times until you become good at it. Once you learn how to swim freestyle and your body knows how to move through the water, you will never forget how to swim freestyle, even if you do not swim for a couple of decades. Similarly, if you present an accomplished guitarist with a guitar, even if he has not played in a long time, he will still be able to play quite well.

So you have worked hard to encode (via effortful processing) and store some important information for your upcoming final exam. How do you get that information back out of storage when you need it? The act of getting information out of memory storage and back into conscious awareness is known as retrieval. This would be similar to finding and opening a paper you had previously saved on your computer’s hard drive. Now it’s back on your desktop, and you can work with it again. Our ability to retrieve information from long-term memory is vital to our everyday functioning. You must be able to retrieve information from memory in order to do everything from knowing how to brush your hair and teeth, to driving to work, to knowing how to perform your job once you get there.

Video 7.15 Retrieval Cues discusses how cues prompt memory retrieval.

There are three ways you can retrieve information out of your long-term memory storage system: recall, recognition, and relearning. Recall is what we most often think about when we talk about memory retrieval: it means you can access information without cues. For example, you would use recall for an essay test. Recognition happens when you identify information that you have previously learned after encountering it again. It involves a process of comparison. When you take a multiple-choice test, you are relying on recognition to help you choose the correct answer. Here is another example. Let’s say you graduated from high school 10 years ago, and you have returned to your hometown for your 10-year reunion. You may not be able to recall all of your classmates, but you recognize many of them based on their yearbook photos.

Video 7.16 Free Recall, Cued Recall, and Recognition discusses the various ways in which information can be retrieved from long term memory.

The third form of retrieval is relearning, and it’s just what it sounds like. It involves learning information that you previously learned. Whitney took Spanish in high school, but after high school she did not have the opportunity to speak Spanish. Whitney is now 31, and her company has offered her an opportunity to work in their Mexico City office. In order to prepare herself, she enrolls in a Spanish course at the local community center. She’s surprised at how quickly she’s able to pick up the language after not speaking it for 13 years; this is an example of relearning.

According to Bruning et al. (2004), there is a debate in U.S. education as to whether schools should teach students what to think or how to think. Critical thinking, or a detailed examination of beliefs, courses of action, and evidence, involves teaching children how to think. The purpose of critical thinking is to evaluate information in ways that help us make informed decisions. Critical thinking involves better understanding a problem through gathering, evaluating, and selecting information, and also by considering many possible solutions. Ennis (1987) identified several skills useful in critical thinking. These include: Analyzing arguments, clarifying information, judging the credibility of a source, making value judgments, and deciding on an action. Metacognition is essential to critical thinking because it allows us to reflect on the information as we make decisions.

Metacognition

As children mature through middle and late childhood and into adolescence, they have a better understanding of how well they are performing a task and the level of difficulty of a task. As they become more realistic about their abilities, they can adapt studying strategies to meet those needs. Young children spend as much time on an unimportant aspect of a problem as they do on the main point, while older children start to learn to prioritize and gauge what is significant and what is not. As a result, they develop metacognition. Metacognition refers to the knowledge we have about our own thinking and our ability to use this awareness to regulate our own cognitive processes (Bruning, Schraw, Norby, & Ronning, 2004).

Theory of Mind

How do we come to understand how our mind works? The theory of mind is the understanding that the mind holds people’s beliefs, desires, emotions, and intentions. One component of this is understanding that the mind can be tricked or that the mind is not always accurate.

A two-year-old child does not understand very much about how their mind works. They can learn by imitating others, they are starting to understand that people do not always agree on things they like, and they have a rudimentary understanding of cause and effect (although they often fall prey to transitive reasoning). By the time a child is four, their theory of the mind allows them to understand that people think differently, have different preferences, and even mask their true feelings by putting on a different face that differs from how they truly feel inside.

To think about what this might look like in the real world, imagine showing a three-year-old child a bandaid box and asking the child what is in the box. Chances are, the child will reply, “bandaids.” Now imagine that you open the box and pour out crayons. If you now ask the child what they thought was in the box before it was opened, they may respond, “crayons.” If you ask the chid what they think their friend would have thought was in the box, the response would still be “crayons.” Why?

Before about four years of age, a child does not recognize that the mind can hold ideas that are not accurate, so this three-year-old changes their response once shown that the box contains crayons. The child’s response can also be explained in terms of egocentrism and irreversibility. The child’s response is based on their current view rather than seeing the situation from another person’s perspective (egocentrism) or thinking about how they arrived at their conclusion (irreversibility). At around age four, the child would likely reply, “bandaids” when asked after seeing the crayons because by this age a child is beginning to understand that thoughts and realities do not always match.

Theory of Mind and Social Intelligence

This awareness of the existence of mind is part of social intelligence and the ability to recognize that others can think differently about situations. It helps us to be self-conscious or aware that others can think of us in different ways, and it helps us to be able to be understanding or empathic toward others. This developing social intelligence helps us to anticipate and predict the actions of others (even though these predictions are sometimes inaccurate). The awareness of the mental states of others is important for communication and social skills. A child who demonstrates this skill is able to anticipate the needs of others.

Theory of Mind in Individuals with Autism

People with autism or an autism spectrum disorder (ASD) typically show an impaired ability to recognize other people’s minds. Under the DSM-5, autism spectrum disorder is characterized by persistent deficits in social communication and interaction across multiple contexts, as well as restricted, repetitive patterns of behavior, interests, or activities. These deficits are present in early childhood, typically before age three, and lead to clinically significant functional impairment. Symptoms may include lack of social or emotional reciprocity, stereotyped and repetitive use of language or idiosyncratic language, and persistent preoccupation with unusual objects. Typical early signs of autism include:

• No babbling by 12 months.
• No gesturing (pointing, waving, etc.) by 12 months.
• No single words by 16 months.
• No two-word (spontaneous, not just echolalic) phrases by 24 months.
• Loss of any language or social skills, at any age.

About half of parents of children with ASD notice these behaviors in their child by age 18 months, and about four-fifths notice by age 24 months, but often a diagnosis comes later, and individual cases vary significantly.

Children with ASD experience difficulties with explaining and predicting other people’s behavior, which leads to problems in social communication and interaction. Children who are diagnosed with ASD usually develop the theory of mind more slowly than other children and continue to have difficulties with it throughout their lives.

To test the development of theory of mind, the Sally-Anne test is performed. The child sees the following story: Sally and Anne are playing. Sally puts her ball into a basket and leaves the room. While Sally is gone, Anne moves the ball from the basket to the box. Now Sally returns. The question is: where will Sally look for her ball? The test is passed if the child correctly assumes that Sally will look in the basket. The test is failed if the child thinks that Sally will look in the box. Children younger than four and older children with ASD will generally say that Sally will look in the box.