Argument that Autism is Characterized by the Lack of Theory of Mind Ess

Autism is a rargon developmental disorder that affects approximately four in every disco biscuit thousand children (Baron-Cohen, Leslie & Frith, 1985). Employing a clinical perspective, Kanner (1943) (as cited in Sachs, 1995) was the first to provide a description on the disorder of autism. However, in the 1970s, Wing (1970) (as cited in Sachs, 1995) use a cognitive perspective in describing the mental structure of autism. This leaven will therefore argue that autism is characterized by the overlook of theory of read/write head (Premack & Woodruff, 1978, as cited in Baron-Cohen et al., 1985), which is a cognitive mechanism. It will further abstraction empirical evidence derived from the review of two studies, collectively known as false belief tasks. The Sally-Anne task and the Smarties task, in particular, will be discussed and understand in support with the arguing thesis. There is no true causal definition of autism at a biological level, however, autism has been recognise d to be a developmental dis powerfulness affecting cognitive processing (Frith, 1997). The key behavioural deficits that characterises autism are, the inability to interact in mixer situations, impairments with comprehending verbal and non-verbal communication and the need of understanding pretend and imaginative play (Wing, 1970, as cited in Sachs, 1995). opposite behavioural characteristics contributing to the diagnosis of autism are, engagement in repetitive willing movements and activities, preference to be alone, displays of self-destruction and aggressive behaviour, sensitivity to external stimuli, attacks of anxiety, and some(a) display savant abilities (Sachs, 1995 Frith, 1997). Baron-Cohen et al. (1985) applied Wimmer and Perners (1983) puppet play figure to test the hypothesis that autistic children are unable to attribute beliefs to others and are incapable of symboliseing mental states. The participants comprised of 20 autistic children, 14 children with Down syndr ome, and 27 normal preschool children. The procedure for this false belief task included desktop up two doll protagonists, Sally and Anne. Initially, a naming question was asked to ensure participants could distinguish between the dolls. Sally then placed a marble in her hoop. Sally exited the scene, and Anne takes the marble from Sallys basket and placed it in her box. Sally later returned, and the test question asked by the experimenter... ... results, it is shown that four-year-old normal children understood the concept that if a person resembling them, has not been exposed to the situation yet, they will give the obvious answer like them. However, autistic children, based on the fact that they lack the ability to represent mental states of others, and therefore not pose a theory of sagaciousness (Premack & Woodruff, 1978, as cited in Baron-Cohen et al., 1985) would assume that everyone else knows what they now know. The result of this study indeed supports the thesis argue d in this essay. Possessing a theory of mind is fundamental for social interaction with others. For those who do not have this cognitive mechanism, it is merely unworkable for them to understand other peoples beliefs, wants and desires. It has been shown that autism is characterised by the lack of this cognitive mechanism, theory of mind. In addition, research studies have supported this theory, that individuals with autism lack ability to comprehend others beliefs from their own. Future research should aim at applying a clinical perspective to help autistic individuals overcome this lack of theory of mind in order for social interaction to be less complex.