Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-16T11:20:59.489Z Has data issue: false hasContentIssue false

Theory of mind: A foundational component of human general intelligence

Published online by Cambridge University Press:  15 August 2017

David Estes
Affiliation:
Department of Psychology, University of Wyoming, Laramie, WY 82071estes@uwyo.edubartsch@uwyo.edu
Karen Bartsch
Affiliation:
Department of Psychology, University of Wyoming, Laramie, WY 82071estes@uwyo.edubartsch@uwyo.edu

Abstract

To understand the evolution of general intelligence, Burkart et al. endorse a “cultural intelligence approach,” which emphasizes the critical importance of social interaction. We argue that theory of mind provides an essential foundation and shared perspective for the efficient ontogenetic transmission of crucial knowledge and skills during human development and, together with language, can account for superior human general intelligence.

Type
Open Peer Commentary
Copyright
Copyright © Cambridge University Press 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bartsch, K., Horvath, K. & Estes, D. (2003) Young children's talk about learning events. Cognitive Development 18:177–93.CrossRefGoogle Scholar
Carpenter, M., Nagell, K. & Tomasello, M. (1998) Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development 63(4, Serial No. 255).CrossRefGoogle ScholarPubMed
Csibra, G. & Gergely, G. (2009) Natural pedagogy. Trends in Cognitive Sciences 13:148–53. doi: 10.1016/j.tics.2009.01.005.CrossRefGoogle ScholarPubMed
Dunbar, R. (1998) Theory of mind and the evolution of language. In: Approaches to the evolution of language, ed. Hurford, J., Studdert-Kennedy, M. & Knight, C., pp. 92110. Cambridge University Press.Google Scholar
Flynn, E. & Whiten, A. (2008) Cultural transmission of tool use in young children. A diffusion chain study. Social Development 17:699718. doi: 10.1111/j.1467-9507.2007.00453.x.CrossRefGoogle Scholar
Gergely, G. & Csibra, G. (2006) Sylvia's recipe: The role of imitation and pedagogy in the transmission of human culture. In: Roots of human sociality: Culture, cognition, and interaction, ed. Enfield, N. & Levinson, S., pp. 229–55. Berg.Google Scholar
Harris, P. L. (2012) Trusting what you're told: How children learn from others. Harvard University Press.Google Scholar
Legare, C. H. & Harris, P. L. (2016) Introduction to special section on the ontogeny of cultural learning. Child Development 87(3):633–42.CrossRefGoogle Scholar
Malle, B. F. (2002) The relation between language and theory of mind in development and evolution. In: The evolution of language out of pre-language, ed. Givon, T. & Malle, B. F., pp. 265–84. Benjamins.CrossRefGoogle Scholar
Meltzoff, A. N. (1995) What infant memory tells us about infantile amnesia: Long-term recall and deferred imitation. Journal of Experimental Child Psychology 59:497515.CrossRefGoogle ScholarPubMed
Meltzoff, A. N., Kuhl, P. K., Movellan, J. & Sejnowski, T. J. (2009) Foundations for a new science of learning. Science 325(5938):284–88.CrossRefGoogle ScholarPubMed
Mills, C. M. (2013) Knowing when to doubt: Developing a critical stance when learning from others. Developmental Psychology 49(3). doi: 10.1037/a0029500.CrossRefGoogle ScholarPubMed
O'Neill, D. K. (1996) Two-year-old children's sensitivity to a parent's knowledge state when making requests. Child Development 67:659–77.CrossRefGoogle Scholar
Smith, P. K. (1996) Language and the evolution of mind-reading. In: Theories of theories of mind, ed. Carruthers, P. & Smith, P. K., pp. 344–54. Cambridge University Press.CrossRefGoogle Scholar
Tomasello, M. (2016) Cultural learning redux. Child Development 87(3):643–53.CrossRefGoogle ScholarPubMed
Wellman, H. M. (1990) The child's theory of mind. MIT Press.CrossRefGoogle Scholar
Wellman, H. M., Cross, D. & Watson, J. (2001) Meta-analysis of theory-of-mind development: The truth about false belief. Child Development 72:655–84.CrossRefGoogle ScholarPubMed