Editorial: When (and How) Is Theory of Mind Useful? Evidence from Life-Span Research.

Abstract

The Theory of Mind (ToM) paradigm was born almost 40 years ago with the study “Does the chimpanzee have a theory of mind?” by Premack and Woodruff (1978). Several papers (meta-analyses, reviews) have tried to describe the state-of-art, both in general and with respect to specific constructs. From a historical perspective it is possible to identify some relevant turning points in this field of research. ToM, which initially began as a cognitive theory, has subsequently been hybridized to include socio-cultural and/or psychoanalytic perspectives. Within the socio-cultural framework ToM is considered as an outcome of internalization processes in the Vygotskian Zone of Proximal Development; within the psychoanalytic perspective the mentalization process, as ToM is often named, is viewed as a result of the successful relationships with caregivers equipped with a sufficient reflective function. In both cases, intersubjectivity acts as the core concept and the link between ToM and affective relationships have become a new object of investigation. Moreover, there has been increased interest in life-span research from the early stages of life up to the elderly. ToM neural correlates have also been investigated. It has been hypothesized that ToM continues to evolve in a manner that involves both behavioral skills and neural plasticity. Furthermore, the search for novel and more ecological methods aimed to enrich a stronger external relevance. In this regard it has been recognized that “have ToM” and “use ToM” are two deeply different concepts. Furthermore, the use of ToM is linked to the global sphere of social competencies: many studies have tried to understand the predictive role of ToM or at least its connections with other social skills. The present Research Topic (RT) deals with theoretical and empirical contexts with the scope to understand “when” and “how” ToM emerges as a relevant component of social competencies devoted to promoting adaptation and well-being. First, the temporal element, “when,” is referred not only to the chronological dimension of developmental, but also to the subjective relational, circumstances of life, i.e., type of affective relationships, typical vs. non-typical or clinical development and so on. Second, “how” is referred to as the phenomenology of this process, namely the behavioral mode or the neural patterns as well as the connections between them. The RT investigates classic ToM constructs, from the initial concept of “false belief” to pretense and storytelling. Moreover, there are several contributions which aim to use the power of the understanding of subjectivity, in which ToM consists, for educational and therapeutic purposes. The relevance of ToM for the clinical view is supported by the DSM V which includes social competencies in the nosographic framework of developmental impairments (i.e., autism spectrum disorders and social/pragmatic communication disorder) and neurocognitive disorders.