Current Search: Theory of Mind (x)
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(1 - 6 of 6)
- Title
- A COMPARISON OF STIMULI PRESENTATION IN ADVANCED THEORY OF MIND TASKS FOR ADOLESCENTS WITH ASPERGER'S SYNDROME (AS).
- Creator
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Leon, Juliet, Schwartz, Jamie, University of Central Florida
- Abstract / Description
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Individuals diagnosed with Asperger's Syndrome (AS) have marked impairments in social interaction, including difficulty expressing and perceiving thoughts, emotions, and intentions. This deficit may be due in part to a delayed or underdeveloped Theory of Mind (ToM). The previous research investigating ToM in individuals with AS has been inconclusive. The purpose of this study was to compare three Theory of Mind (ToM) tasks, presented via three different modalities, to evaluate the recognition...
Show moreIndividuals diagnosed with Asperger's Syndrome (AS) have marked impairments in social interaction, including difficulty expressing and perceiving thoughts, emotions, and intentions. This deficit may be due in part to a delayed or underdeveloped Theory of Mind (ToM). The previous research investigating ToM in individuals with AS has been inconclusive. The purpose of this study was to compare three Theory of Mind (ToM) tasks, presented via three different modalities, to evaluate the recognition of complex emotions and mental states in adolescents with AS compared to typically developing adolescents. Participants in this study included twenty adolescents: 10 adolescents with AS and 10 typically developing adolescents matched by age and gender. Participants were administered three ToM tasks differing in mode of stimuli presentation: a visual mentalizing (VM) task; an auditory mentalizing (AM) task; and, a visual+auditory mentalizing (VAM) task. . Results were analyzed utilizing a factorial analysis of variance (ANOVA). No significant difference was found between the groups overall, or between the groups by task. A pairwise analysis of the data revealed non-significant differences between visual only (VM) compared to auditory only (AM) presentation of stimuli; however significant differences were found between visual only (VM) stimuli compared to the combination of visual + auditory (VAM) stimuli, and between auditory only (AM) stimuli compared to the combination of visual + auditory (VAM) stimuli. These results indicated that the recognition of complex emotions and mental states increased when the stimuli were presented through the combined visual and auditory channels. Clinical implications of these findings were discussed. Recommendations were made for future research investigating ToM in individuals with AS.
Show less - Date Issued
- 2011
- Identifier
- CFE0003714, ucf:48800
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003714
- Title
- THE ROLE OF THEORY OF MIND IN HUMAN-ROBOT INTERACTION.
- Creator
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Jaramillo, Isabella, McConnell, Daniel, University of Central Florida
- Abstract / Description
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Theory of Mind (ToM) has repeatedly been defined as the ability to understand that others believe their own things based on their own subjective interpretations and experiences, and that their thoughts are determined independently from your own. In this study, we wanted to see if individual differences in ToM are capable of causing different perceptions of an individual's interactions with human like robotics and highlight whether or not individual differences in ToM account for different...
Show moreTheory of Mind (ToM) has repeatedly been defined as the ability to understand that others believe their own things based on their own subjective interpretations and experiences, and that their thoughts are determined independently from your own. In this study, we wanted to see if individual differences in ToM are capable of causing different perceptions of an individual's interactions with human like robotics and highlight whether or not individual differences in ToM account for different levels of how individuals experience what is called the "Uncanny Valley phenomenon" and to see whether or not having a fully developed theory of mind is essential to the perception of the interaction. This was assessed by inquiring whether or not individuals with Autism Spectrum Disorder (ASD) perceive robotics and artificially intelligent technology in the same ways that typically developed individuals do; we focused on the growing use of social robotics in ASD therapies. Studies have indicated that differences of ToM exist between individuals with ASD and those who are typically developed. Comparably, we were also curious to see if differences in empathy levels also accounted for differences in ToM and thus a difference in the perceptions of human like robotics. A robotic image rating survey was administered to a group of University of central Florida students, as well as 2 surveys - the Autism Spectrum Quotient (ASQ) and the Basic Empathy Scale (BES), which helped optimize a measurement for theory of mind. Although the results of this study did not support the claim that individuals with ASD do not experience the uncanny valley differently than typically developed individuals, there were significant enough results to conclude that different levels of empathy may account for individual differences in the uncanny valley. People with low empathy seemed to have experienced less of an uncanny valley feeling, while people with higher recorded empathy showed to experience more of an uncanny valley sensitivity.
Show less - Date Issued
- 2015
- Identifier
- CFH0004858, ucf:45457
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004858
- Title
- An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.
- Creator
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Duff, Christine, Hines, Rebecca, Dieker, Lisa, Reyes, Maria, Butler, S. Kent, University of Central Florida
- Abstract / Description
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The goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception...
Show moreThe goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception of emotions of others have relied on binary, forced choice responses that have not addressed a student's level of awareness, or increased awareness in identifying the emotions of others. Further, binary tests of theory of mind (ToM) and empathy that provide 'either/or' assessment do not account for an individual's level of ToM or empathy in identifying emotions of others, when 100% accuracy is not achieved 100% of the time. A two-way mirror served to provide a real time, real world opportunity for students to examine their own expression of a given emotion, while the student on the non-reflected side simultaneously evaluated the accuracy of that emotion. The accuracy of the projected emotion was evaluated and results indicated an increase in accuracy of expressing emotions. This research study introduced a three choice assessment measure, 'The Emotion Word Assessment (EWA) that provided students choices in identifying their peers' emotion, and was used to assess accuracy and increases in correct choices, with concomitant changes in student own awareness of their emotion expression and the awareness of others' emotions. Constructs of ToM, empathy, cognitive empathy and affective empathy, cognitive processing, compassion, and sympathy were examined and recommendations for future empathy and emotional assessment provided.
Show less - Date Issued
- 2017
- Identifier
- CFE0006737, ucf:51867
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006737
- Title
- Declarative Memory, Theory of Mind, and Community Functioning in Schizophrenia.
- Creator
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Deptula, Andrew, Bedwell, Jeffrey, Paulson, Daniel, Sims, Valerie, Fiore, Stephen, University of Central Florida
- Abstract / Description
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Cognitive impairments are highly prevalent in individuals with schizophrenia and are now considered hallmark features of the disorder. Over the past decade, considerable evidence has demonstrated the functional significance of social and nonsocial cognitive impairments in individuals with schizophrenia. However, the nature of the relationship between specific domains of social and nonsocial cognition and how they relate to functional outcome in this population is less clear. In particular,...
Show moreCognitive impairments are highly prevalent in individuals with schizophrenia and are now considered hallmark features of the disorder. Over the past decade, considerable evidence has demonstrated the functional significance of social and nonsocial cognitive impairments in individuals with schizophrenia. However, the nature of the relationship between specific domains of social and nonsocial cognition and how they relate to functional outcome in this population is less clear. In particular, declarative memory impairment has been suggested to have critical consequences for the everyday life of individuals with schizophrenia and may play a role in their social integration difficulties. Preliminary evidence also indicates that theory of mind (ToM) may be an important intermediary between nonsocial cognition and functional outcome. The current study aimed to better understand the relationships between declarative memory, ToM, and functional outcome in individuals with schizophrenia.
Show less - Date Issued
- 2016
- Identifier
- CFE0006096, ucf:51207
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006096
- Title
- EXPLORING THE CORRELATION BETWEEN THEORY OF MIND AND DRIVE FOR THINNESS.
- Creator
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Hudak, Sarah, Tantleff Dunn, Stacey, University of Central Florida
- Abstract / Description
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Research suggests that, similar to individuals with an Autism Spectrum Disorder, people with Anorexia Nervosa demonstrate an inability to utilize Theory of Mind concepts. Theory of Mind allows healthy control populations to attribute mental states to others by accurately predicting and understanding the behavior of others. This study's intent was to further explore the relationship between eating disorders and Theory of Mind. Using an online survey management system (Qualtrics), 210 female...
Show moreResearch suggests that, similar to individuals with an Autism Spectrum Disorder, people with Anorexia Nervosa demonstrate an inability to utilize Theory of Mind concepts. Theory of Mind allows healthy control populations to attribute mental states to others by accurately predicting and understanding the behavior of others. This study's intent was to further explore the relationship between eating disorders and Theory of Mind. Using an online survey management system (Qualtrics), 210 female students from a large metropolitan southeastern university completed the Drive for Thinness subscale of the Eating Disorder Inventory and the Reading the Mind in the Eyes task. It was predicted that higher Drive for Thinness would be associated with a diminished capacity for Theory of Mind concepts. Using a bivariate correlation, the findings were not found to be statistically significant in support of the hypothesis, but provide strong implications for future research.
Show less - Date Issued
- 2014
- Identifier
- CFH0004576, ucf:45164
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004576
- Title
- Secondary World: The Limits of Ludonarrative.
- Creator
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Dannelly, David, Adams, JoAnne, Price, Mark, Poindexter, Carla, Kovach, Keith, University of Central Florida
- Abstract / Description
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Secondary World: The Limits of Ludonarrative is a series of short narrative animations that are a theoretical treatise on the limitations of western storytelling in video games. The series covers specific topics relating to film theory, game design and art theory: specifically those associated with Gilles Deleuze, Jean Baudrillard, Jay Bolter, Richard Grusin and Andy Clark. The use of imagery, editing and presentation is intended to physically represent an extension of myself and my thinking...
Show moreSecondary World: The Limits of Ludonarrative is a series of short narrative animations that are a theoretical treatise on the limitations of western storytelling in video games. The series covers specific topics relating to film theory, game design and art theory: specifically those associated with Gilles Deleuze, Jean Baudrillard, Jay Bolter, Richard Grusin and Andy Clark. The use of imagery, editing and presentation is intended to physically represent an extension of myself and my thinking process and which are united through the common thread of my personal feelings, thoughts and experiences in the digital age.
Show less - Date Issued
- 2014
- Identifier
- CFE0005155, ucf:50704
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005155
