Automaticity, Attention, and theory of Mind
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Psychology and Special Education
Date of Award
Spring 2012
Abstract
Although theory of mind (ToM) development is typically fully developed by age 5, ToM deficits are associated with a variety of disorders. For example, people with autism, ADHD and affective disorders often demonstrate decreased ToM performance. An inability to sustain focused attentional resources is a common factor across these disorders. Therefore, this study examined the effect of disrupting attentional resources in developmentally normal participants. Approximately 60 undergraduate students completed the 'Faces' theory of mind task, a first and second order ToM task, and the Faux Pas ToM task. Participants were randomly divided into two groups. The control group completed the tasks under normal conditions while the experimental group completed the tasks while simultaneously completing a random number generation task. Significant differences were found between the groups on total theory of mind scores, the 'Faces' task, the first and second order ToM task, and the faux pas task.
Advisor
Tracy Henley
Subject Categories
Education | Educational Psychology
Recommended Citation
Hawthorne, Melissa Joan, "Automaticity, Attention, and theory of Mind" (2012). Electronic Theses & Dissertations. 87.
https://digitalcommons.tamuc.edu/etd/87
