6/17/2015 Notes

Again, there are swearwords.

  • “Our eyes think”
    • what the hell?
  • Theory of mind history (I got bored during this part of class, so I kind of started writing this by memory)
    • 1890 – JM Baldwin (Concepts behind theory of mind)
    • 1940? – Piaget (Perspective-taking)
      • If it was before (started before), then Theory of Mind is very likely based on Folk Psychology
    • ? – Folk Psychology (The Philosophical theory)
      • If it started before theory of mind, then theory of mind is very likely based on Folk Psychology.
    • 1978 – Premack & Woodruff – “Does the Chimpanzee have a ‘theory of mind'”
      • Many similarities with Baldwin in their definition of Theory of Mind
    • 1978 – Dennett “Beliefs about Beliefs”
      • In response to P & W’s 1978 article
      • the study was not natural, so even if it turns out that the chimpanzee has a theory of mind, all that may prove is that the artificiality of the environment caused the ToM
      • ToM must be tested in a natural environment
      • The introduction of False-Belief tests
    • 1983 – “Beliefs about Beliefs” Perner & W
      • Theory of Mind was first introduced and applied to humans
      • used the test that Dennet came up with, but ignored his criticism about the artificial environment
      • Sally-Ann test
        • “Where will Sally look?” (An implied/metaphorical? way of asking,” where does Sally think her Marble is?)
          • Asking where does Sally think her marble is is actually asking directly about mental states
          • Assuming Sally did not see Ann move her marble, where does she think her marble is?  (a possible way) Where she placed it or in the box?
        • It doesn’t actually ask the kid directly about mental states using mental state terms
    • 1985 – “Does the autistic child have a ‘theory of mind'”  Baron-Cohen, Leslie, Frith
      • Theory of mind is introduced to autism in this study
      • autistic people do not have theory of mind
    • 1985 – On not having a theory of mind – de Gelder
      • Criticizes the conclusion
        • if a person doesn’t have a theory of mind, then how can they talk to each other?
    • 1987 – “On pretense and metarepresentation” Alan M. Leslie
  • Overdiagnosis of autism now or underdiagnosis then?
  • “Never call me in to talk to parents about the A-word” (a-word is autism) said by a district autism specialist
  • assessment
    • don’t need a medical diagnosis for an educational diagnosis
    • just because you have a medical diagnosis doesn’t mean you will qualify for educational diagnosis.
    • don’t have to redo the diagnostic for re-evaluation
      • just determine a continuing educational need
    • “very, very successful, but also autistic”
      • the language implies that autistics cannot normally be successful
    • many autistics don’t have a sense of embarassment because they need a theory of mind to feel embarassment (they don’t have theory of mind is implied here), but when they do experience embarassment, it is because they impose embarassment on themselves (due to knowing what they are supposed to do, but aren’t doing it).
  • Module 3 of a autism diagnosis test for education
    • he has a bunch of toys in front of him, they want to test him to see if he can use two wood blocks for something.  If he can’t, then he isn’t successful at representative thing.  But the problem is that there are actual toys in front of him, why the hell would he use wood blocks?  If neurotypicals use blocks for something even though they have toys and autistics can’t, then okay.  But, I am sure that if givent he choice between toys and wood blocks, neurotypicals and children in general are probably going to be using toys
    • if this kid was asked: what are some details, what are some big picture?  Could he answer the big picture ones?  All this shows is that his brain works differently, he focuses on the details rather than the big picture (he sees the details as fast as neurotypicals see the big picture).
    • storytelling
      • he isn’t using any mental state terms
        • but is that a bad thing?
    • playtime part 2
      • she told him that she was going to take notes
      • he has toys in front of him
      • he didn’t interact with her much
      • this shows something’s wrong and he’s autistic
      • are neurotypicals that obsessed with social interaction that even if the adult is doing something and they have toys, they have/want to interact with the adult who is doing something?
        • a possible confounding factor could be that he learned that when an adult says they are going to do something, he should not bother him (his parents might expect him to leave them alone when they are doing something like working)
  • “a huge hand flapper, but really smart”
    • See note above where this language implies that he is smart despite hand flapping (which implies that hand flapping is only done by non-smart people)

One thought on “6/17/2015 Notes

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  1. I’m “a huge hand flapper, but really smart.” Alyssa is even more flappy and smart than I am. I DEMAND AUTISM COOKIES AND I AM NOT EVEN A LITTLE EMBARRASSED.

    Seriously, you’re awesome for putting up with this stuff, and thanks for blogging it so I get to learn about it too. I’m reading every one of these posts and rooting for you, even if I don’t always comment. ❤


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