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Theory of mind is the ability to understand and reason about the mental states of oneself and others (Dore et al., 2018). Advanced theory of mind (AToM) refers to theory of mind skills that have been developed after the age of five years old (Hughes & Devine, 2015). Over the last ten years, there has been an increased interest in studying AToM in adults. This has led to the development of a wide number of AToM tasks. However, recent research (Warnell & Redcay, 2019) shows there is little coherence between these tasks, meaning that performance on one task does not predict performance on another designed to measure the same unidimensional construct, AToM. Warnell and Redcay (2019) propose that this lack of coherence reflects the multidimensional nature of AToM. These tasks, therefore, may be measuring different aspects of AToM or associated skills, depending on the task’s format (e.g., text-based AToM tasks vs. visual-based AToM tasks). This means that previous studies that have shown relationships between AToM and other cognitive abilities, such as language, may be misleading, as it is not clear which aspects of AToM may correlate with language or whether the non-AToM aspects of the task may explain the associations. For example, AToM has been associated with spoken and written language abilities from a young age into adulthood (De Villiers, 2007; Boerma et al., 2017; Ebert, 2020; Trott & Bergen, 2020), but the correlations between text-based AToM tasks and language tasks might be explained by the verbal properties of the tasks rather than any conceptual relationships between AToM and language. In order to clarify which aspects of AToM each task involves, Schaafsma et al. (2015) propose that a more detailed taxonomy of the basic components of AToM tasks should be conducted in order to gain a greater understanding of AToM and its relationship with other cognitive skills. This systematic review aims to collate the different AToM tasks used to measure the relations AToM and language in adults, since 2002. Then to break down and examine the properties of these tasks in order to form a taxonomy of the individual basic components of the AToM tasks. This will enable researchers to form a clearer picture of the abilities tested by each AToM task. Next, we will examine which AToM tasks have been used to find a relationship between AToM and language skills. We will then identify which properties of the AToM tasks have been associated with certain language abilities. This will enable us to form a clearer understanding of the associations between AToM and language. Boerma, I. E., Mol, S. E., & Jolles, J. (2017). The role of home literacy environment, mentalizing, expressive verbal ability, and print exposure in third and fourth graders’ reading comprehension. Scientific Studies of Reading: The Official Journal of the Society for the Scientific Study of Reading, 21(3), 179–193. De Villiers, J. (2007). The interface of language and theory of mind. Lingua, 117(11), 1858-1878. Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Theory of Mind: a Hidden Factor in Reading Comprehension? Educational Psychology Review, 30(3), 1067–1089. Ebert, S. (2020). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 104739. Hughes, C., & Devine, R. T. (2015). Individual differences in theory of mind from preschool to adolescence: Achievements and directions. Child Development Perspectives, 9(3), 149–153. Osterhaus, C., & Bosacki, S. L. (2022). Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool. Developmental Review: DR, 64, 101021. Schaafsma, S. M., Pfaff, D. W., Spunt, R. P., & Adolphs, R. (2015). Deconstructing and reconstructing theory of mind. Trends in cognitive sciences, 19(2), 65-72. Trott, S., & Bergen, B. (2020). When Do Comprehenders Mentalize for Pragmatic Inference? Discourse Processes, 57(10), 900–920. Wang, Y., & Su, Y. (2006). Theory of mind in old adults: The performance on Happé’s stories and faux pas stories. Psychologia, 49(4), 228-237. Warnell, K. R., & Redcay, E. (2019). Minimal coherence among varied theory of mind measures in childhood and adulthood. Cognition, 191, 103997. |
