Difference between revisions of "Colombino2004"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Tommaso Colombino | |Author(s)=Tommaso Colombino | ||
| − | |Title=Theory of Mind and the | + | |Title=Theory of Mind and the practical management of autistic behavior in the classroom environment |
|Tag(s)=autism; ethnomethodology; situated interaction; Theory of Mind; classroom interaction | |Tag(s)=autism; ethnomethodology; situated interaction; Theory of Mind; classroom interaction | ||
|Key=Colombino2004 | |Key=Colombino2004 | ||
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|Number=5 | |Number=5 | ||
|Pages=725–737 | |Pages=725–737 | ||
| − | |URL= | + | |URL=https://journals.sagepub.com/doi/10.1177/0959354304046181 |
|DOI=10.1177/0959354304046181 | |DOI=10.1177/0959354304046181 | ||
|Abstract=Theory of Mind Theory has provided a description of the mind which has been used as the basis for theories on the nature of the cognitive impairment found in individuals with autism, as exemplified in the work of Simon Baron-Cohen. This paper draws on the personal experience of the author observing autistic children in a special needs school, and provides a critical perspective on the conceptual framework that Theory of Mind Theory uses to account for our perception of other people’s mental states. This paper’s argument is that in the case of autism, the Theory of Mind Mechanism (ToMM) fails to provide a disease model that is sustainable in situated interactions with autistic children such as the one observed here, and that ultimately this is due to the theory’s poorly conceptualized account of mentalistic understanding. | |Abstract=Theory of Mind Theory has provided a description of the mind which has been used as the basis for theories on the nature of the cognitive impairment found in individuals with autism, as exemplified in the work of Simon Baron-Cohen. This paper draws on the personal experience of the author observing autistic children in a special needs school, and provides a critical perspective on the conceptual framework that Theory of Mind Theory uses to account for our perception of other people’s mental states. This paper’s argument is that in the case of autism, the Theory of Mind Mechanism (ToMM) fails to provide a disease model that is sustainable in situated interactions with autistic children such as the one observed here, and that ultimately this is due to the theory’s poorly conceptualized account of mentalistic understanding. | ||
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Latest revision as of 04:14, 1 November 2019
| Colombino2004 | |
|---|---|
| BibType | ARTICLE |
| Key | Colombino2004 |
| Author(s) | Tommaso Colombino |
| Title | Theory of Mind and the practical management of autistic behavior in the classroom environment |
| Editor(s) | |
| Tag(s) | autism, ethnomethodology, situated interaction, Theory of Mind, classroom interaction |
| Publisher | |
| Year | 2004 |
| Language | |
| City | |
| Month | |
| Journal | Theory & Psychology |
| Volume | 14 |
| Number | 5 |
| Pages | 725–737 |
| URL | Link |
| DOI | 10.1177/0959354304046181 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Theory of Mind Theory has provided a description of the mind which has been used as the basis for theories on the nature of the cognitive impairment found in individuals with autism, as exemplified in the work of Simon Baron-Cohen. This paper draws on the personal experience of the author observing autistic children in a special needs school, and provides a critical perspective on the conceptual framework that Theory of Mind Theory uses to account for our perception of other people’s mental states. This paper’s argument is that in the case of autism, the Theory of Mind Mechanism (ToMM) fails to provide a disease model that is sustainable in situated interactions with autistic children such as the one observed here, and that ultimately this is due to the theory’s poorly conceptualized account of mentalistic understanding.
Notes
