Dades generals

Curs acadèmic:
2017
Descripció:
This subject aims that students acquire a deep understanding of what is the Theory of mind, or the human ability to interpret their own mental states (like desires, beliefs, intentions, emotions...) and those of others, in order to predict people's behaviour. Work will be directed at understanding which specific abilities are involved in the Theory of mind, how ToM skills develop, and how they relate to other human capacities such as language or executive functions. We will deal with the implications that developing these skills has in social behaviour, and will study how ToM skills are affected in different mental disorders. Furthermore, some evaluation tools and intervention strategies will be considered and practised. Contents will be divided in the following parts: 1. Introduction to Theory of Mind (ToM). 1.1. What is ToM? 1.2. Development of ToM (from infancy to old age). 1.3. Relations between ToM and social behaviour. 2. Relations between ToM, language & executive functions. 3. ToM and mental disorders. 3.1. Language and communication disorders. 3.2. Affective disorders. 3.3. Behavioural disorders. 3.4. Personality disorders. 3.5. Psychothic disorders. 3.6. Other types of disorders. 4. Evaluation and Intervention. 4.1. Evaluation of ToM skills. 4.2. Intervention aimed at improving mentalistic abilities.
Crèdits ECTS:
3

Grups

Grup A

Durada:
Semestral, 2n semestre
Professorat:
FRANCESC SIDERA CABALLERO
Idioma de les classes:
Anglès (100%)

Competències

  • Participar activament en el treball d´equip, respectant les decisions col.lectives.
  • · Saber analitzar les demandes i les necessitats de persones, grups o organitzacions en diferents contextos utilitzant els marcs teòrics de la psicologia
  • · Establir les prioritats, les metes i els objectius de la intervenció
  • · Identificar les característiques dels individus, grups o organitzacions i els contextos rellevants per als serveis que se sol·licita
  • · Valorar, contrastar i prendre decisions sobre l'elecció dels mètodes i dels instruments de mesura adequats en cada situació o context d'avaluació
  • · Aplicar els mètodes o les estratègies recollits en el pla d'intervenció, d'acord amb els objectius establerts, en els contextos rellevants per al servei demanat.

Continguts

1. Introduction to Theory of Mind (ToM). 1.1. What is ToM? 1.2. Development of ToM (from infancy to old age). 1.3. ToM and social behaviour.

2. Relations between ToM, language & executive functions.

3. ToM and mental disorders. 3.1. Language and communication disorders. 3.2. Affective disorders. 3.3. Behavioural disorders. 3.4. Personality disorders. 3.5. Psychothic disorders. 3.6. Other types of disorders.

4. Evaluation and Intervention. 4.1. Evaluation of ToM skills. 4.2. Educational intervention aimed at improving mentalistic abilities.

Activitats

Tipus d’activitat Hores amb professor Hores sense professor Total
Classes participatives 21 26,25 47,25
Prova d'avaluació 1,5 0 1,5
Treball en equip 0 26,25 26,25
Total 22,5 52,5 75

Bibliografia

  • Apperly, I. (2011). Mindreaders The Cognitive Basis of "Theory of Mind''. Psychology Press.
  • Antonietti, Alessandro (cop. 2006 ). Theory of mind and language in developmental contexts . New York: Springer. Catàleg
  • Astington, Janet W. (2005 ). Why language matters for theory of mind . New York: Oxford University Press. Catàleg
  • Baron-Cohen, Simon (cop. 1995 ). Mindblindness : an essay on autism and theory of mind . Cambridge (Mass.) [etc.]: MIT Press. Catàleg
  • Bogdashina, O. (2006). Theory of Mind and the Triad of Perspectives on Autism and Asperger Syndrome. Jessica Kingsley Publishers. Catàleg
  • Carpendale, Jeremy I. M (cop. 2006 ). How children develop social understanding . Malden (Massachusetts): Blackwell. Catàleg
  • Dimaggio, Giancarlo (2010 ). Metacognition and severe adult mental disorders : from research to treatment . London: Routledge. Catàleg
  • Doherty, Martin J (2009 ). Theory of mind : how children understand others' thoughtsand feelings . New York: Psychology Press. Catàleg
  • Cornago, Anabel (DL 2012 ). Manual de teoría de la mente para niños con autismo : ejercicios, materiales y estrategias : las personas percibimos, sentimos, pensamos o creemos distinto . Valencia: Psylicom. Catàleg
  • Crespo Allende, Nina María García Escala, Georgina Ramos Morales, Carlos (2011 ). Habilidades subyacentes al desarrollo del lenguaje en la escuela : conciencia metapragmática, teoría de la mente yrazonamiento analógico verbal . Saarbrücken: Académica Española. Catàleg
  • Hala, Suzanne, 1954- (1997 ). The Development of social cognition . New York: Psychology Press. Catàleg
  • Homer, Bruce D. (cop. 2005 ). The Development of social cognition and communication . Mahwah, N.J.: Lawrence Erlbaum Associates. Catàleg
  • Hughes, C. (2011). Social understanding and social lives. Psychology Press.
  • Kloo, Daniela (cop. 2008 ). Theory of mind and executive functions : developmental processes in the preschool period . Saarbrücken: VDM. Catàleg
  • Leudar, I. & Costall, A. (2009). Against Theory of Mind. PALGRAVE MACMILLAN. Catàleg
  • Legerstee, Maria Theresia (2005 ). Infants' sense of people : precursors to a theory of mind. Cambridge: Cambridge University Press. Catàleg
  • Lynn Cohen Brennan (2011). Teaching Perspective-Taking Skills to Children With Autism Spectrum Disorders. PRO-ED.
  • Malle, Bertram F. (2001 ). Intentions and intentionality : foundations of social cognition . Cambridge [Mass.] [etc.]: MIT Press. Catàleg
  • Miller, Scott A (2012 ). Theory of mind : beyond the preschool years . New York: Psychology Press. Catàleg
  • Mitchell, Peter (1996 ). Acquiring a conception of mind : a review of psychological presearch and theory . Eribaum: Psychology Press. Catàleg
  • Moore, Chris Frye, Douglas (1991 ). Children's theories of mind : mental states and social understanding . Hillsdale [etc.]: Lawrence Erlbaum. Catàleg
  • Ordetx, Kirstina,|eautor. Teaching theory of mind : a curriculum for children with high functioning autism, Asperger's Syndrome, and related social challenges . . Catàleg
  • Papaleontiou-Louca, Eleonora (cop. 2008 ). Metacognition and theory of mind . Newcastle: Cambridge Scholars Pub.. Catàleg
  • Perner, Josef (1994 ). Comprender la mente representacional . Barcelona [etc.]: Paidós. Catàleg
  • Ratcliffe, Matthew (2007 ). Rethinking commonsense psychology: a critique of folk psychology, theory of mind and simulation . Hampshire: Palgrave Macmillan. Catàleg
  • Repacholi, Betty Slaughter, Virginia (2003 ). Individual differences in theory of mind : implications for typical and atypical development . New York: Psychology Press. Catàleg
  • Saarni, Carolyn (cop. 1999 ). The development of emotional competence . New York: Guilford Press. Catàleg
  • Saxe, Rebecca (2007 ). Theory of mind . Hove [etc.]: Psychology Press. Catàleg
  • Schneider, Wolfgang, 1950- (2005 ). Young children's cognitive development : interrelationships among executive functioning, working memory, verbal ability, and theory of mind . Mahwah, N.J.: L. Erlbaum Associates. Catàleg
  • Serrano Ortiz, Jèssica (DL 2013 ). Desarrollo de la teoría de la mente, lenguaje y funciones ejecutivas en niños de 4 a 12 años. [Girona]: Universitat de Girona. Recuperat 07-07-2014, a http://www.tdx.cat/handle/10803/123549 Catàleg
  • Sharp, C., Fonagy, P., & Goodyer, I. (2008). Social cognition and developmental psychopathology. Oxford University Press.
  • Sokol, Bryan W. (2010 ). Self and social regulation : social interaction and the development of social understanding and executive functions . New York: Oxford University Press. Catàleg
  • Wellman, H. M. (2014). Making Minds. How Theory of Mind Develops. Oxford University Press.
  • Sherwood, E. (2015). Theory of Mind: Development in Children, Brain Mechanisms and Social Implication. Nova Science Publishers Inc.

Avaluació i qualificació

Activitats d'avaluació:

Descripció de l'activitat Avaluació de l'activitat %
Group Work: Evaluation of ToM skills In groups, students will be ask to apply a task/battery of Theory of Mind skills, administer it to a person or a group of people and evaluate its results within the theoretical framework.
Scoring criteria will be established at the moment of explaining the activity.
50
Final Exam This activity will be done individually.
Specific evaluation criteria will be explained before the exam.
50

Qualificació

The marks in the two activities (Group Work and Final Exam) will be added into a final score.
In order to pass, students need to get a mark of at least 50 % of the this final score.

Criteris específics de la nota «No Presentat»:
Students evalutated just in one or none activities will be considered as "not presented".

Observacions

English will be the main language used in the subject.
To contact the teacher: francesc.sidera@udg.edu
Office: Facultat d'Educació i Psicologia, Despatx 132