Mechanizmy poznawcze teorii umysłu
Słowa kluczowe:
teoria umysłu; funkcjonalny rezonans magnetyczny; przezczaszkowa stymulacja magnetyczna; funkcje wykonawcze; funkcje językowe; uszkodzenie mózgu
Abstrakt
Celem artykułu jest zapoznanie polskiego czytelnika ze stanem wiedzy dotyczącym mechanizmów poznawczych leżących u podstaw teorii umysłu. W artykule omówiono zarówno koncepcje teoretyczne będące podstawą rozumienia zdolności do dokonywania atrybucji stanów mentalnych innych osób, jak i najnowsze badania wykorzystujące metody neuroobrazowania mózgu (funkcjonalny rezonans magnetyczny, przezczaszkową stymulację magnetyczną) oraz badania pacjentów z uszkodzonym mózgiem. Dyskutowane są kolejno wyniki badań odnoszące się do: a) mózgowej lokalizacji teorii umysłu, b) relacji między teorią umysłu a funkcjami wykonawczymi oraz językiem, c) dysocjacji między poznawczym a emocjonalnym komponentem teorii umysłu. Na podstawie przeglądu literatury przedmiotu opisano również wyzwania i trudności metodologiczne, które towarzyszą badaniom nad mózgowym podłożem teorii umysłu w normie i w patologii.
Bibliografia
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Apperly, I. A., Samson, D., Carroll, N., Hussain, S., Humphreys, G. W. (2006). Intact first and second-order false belief reasoning in a patient with severely impaired grammar. Social Neuroscience, 1, 3-4, 334-348.
Apperly, I. A., Samson, D., Chiavarino, C., Humphreys, G. W. (2004). Frontal and temporo-parietal lobe contribution to Theory of Mind: Neuropsychological evidence from a false belief task with reduced language and executive demands. Journal of Cognitive Neuroscience, 16, 10, 1773-1784.
Apperly, I. A., Samson, D., Humphreys, G. W. (2005). Domain-specificity and theory of mind: Evaluating evidence from neuropsychology. Trends in Cognitive Sciences, 9, 12, 572-577.
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Astington, J. W., Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35, 1311-1320.
Bach, L. J., Happé, F., Fleminger, S. Powell, J. (2000). Theory of mind: Independence of executive function and the role of the frontal cortex in acquired brain injury. Cognitive Neuropsychiatry, 5, 175-192.
Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge: Brandford/MIT Press.
Baron-Cohen, S. (1998). Does the study of autism justify minimalist innate modularity. Learning and Individual Differences, 10, 3, 179-191.
Baron-Cohen, S., Leslie, A., Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37-46.
Baron-Cohen, S., Tager-Flusberg, H., Cohen, D. (2000). Understanding other minds: Perspectives rom developmental cognitive neuroscience. Oxford: University Press.
Białecka-Pikul, M. (2002). Co dzieci wiedzą o umyśle i myśleniu. Kraków: Wydawnictwo UJ.
Bibby, H., McDonald, S. (2005). Theory of mind after traumatic brain injury. Neuropsychologia, 43, 99-114.
Blair, R. J. R. (2005). Responding to the emotions of others: Dissociating forms of empathy through the study of typical and psychiatric populations. Consciousness and Cognition, 14, 698-718.
Brune, M., Brune-Cohrs, U. (2006). Theory of mind-evolution, ontogeny, brain mechanisms and psychopathology. Neuroscience and Biobehavioral Reviews, 30, 437-455.
Cabeza, R., Kingstone, A. (2009). Handbook of functional neuroimaging of cognition. Cambridge: The MIT Press.
Carlson, S. M., Moses, L. J., Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal Experimental Child Psychology, 87, 299-319.
Champagne-Lavau, M., Joanette, Y. (2009). Pragmatics, theory of mind and executive functions after a right-hemisphere lesion: Different patterns of deficits. Journal of Neurolinguistics, 22, 5, 413-426.
Channon, S., Pellijeff, A., Rule, A. (2005). Social cognition after head injury: Sarcasm and theory of mind. Brain and Language, 93, 2, 123-134.
Decety, J., Jackson, P. L. (2006). A social neuroscience perspective of empathy. Current Directions in Psychological Science, 15, 54-58.
De Villiers, J. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief-understanding. Cognitive Development, 17, 1, 1037-1060.
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Farrant, A., Morris, R. G., Russell, T., Elwes, R., Akanuma, N., Alarcón, G., Koutroumanidis, M. (2005). Social cognition in frontal lobe epilepsy. Epilepsy & Behavior, 7, 3, 506-516.
Farrar, M. J., Johnson, B., Tompkins, V., Easters, M., Zilisi-Medus, A., Benigno, J. P. (2009). Language and theory of mind in preschool children with specific language impairment. Journal of Communication Disorders, 42, 6, 428-441.
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Frith, U., Frith, C. D. (2003). Development and neurophysiology of mentalizing. Philosophical Transactions of Royal Society of London (Series B: Biogical Sciences), 358, 459-473.
Gavilán, J. M., García-Albea, J. E. (2011). Theory of mind and language comprehension in schizophrenia: Poor mindreading affects figurative language comprehension beyond intelligence deficits. Journal of Neurolinguistics, 24, 1, 54-69.
Gopnik, A., Astington, J. W. (1988). Children’s understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37.
Gopnik, A., Wellman, H. (1992). Why the child’s theory of mind really is a theory. Mind and Language, 7, 145-171.
Haman, M. (1992). Dziecięca ,,teoria umysłu” a kompetencja komunikacyjna dziecka w wieku przedszkolnym. W: B. Bokus, M. Haman (red.), Z badań nad kompetencją komunikacyjną dzieci (s. 229-253). Warszawa: Wydawnictwo Energeia.
Haman, M. (2002). Pojęcia i ich rozwój. Percepcja, doświadczenie i naiwne teorie. Warszawa: Matrix.
Happé, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
Happé, F., Frith, U. (1996). The neuropsychology of autism. Brain, 19, 1377-1400.
Henry, J. D., Phillips, L. H., Crawford, J. R., Ietswaart, M., Summers, F. (2006a). Theory of mind following traumatic brain injury: The role of emotion recognition and executive dysfunction. Neuropsychologia, 44, 10, 1623-1628.
Hernik, M. (2007). Pojęcie zamiaru w rozwoju teorii umysłu i teorii wytworów człowieka (mps pracy doktorskiej, Wydział Psychologii UW).
Herzyk A. (2005). Wprowadzenie do neuropsychologii klinicznej. Warszawa: Wydawnictwo Naukowe Scholar.
Huettel, S., Song, A., McCarthy, G. (2004). Functional magnetic resonance imaging. Sunderland, MA: Sinauer Associates, Inc.
Jenkins, J. M., Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32, 70-78.
Kalbe, E., Schlegel, M., Sack, A. T., Nowak, D. A., Dafotakis, M., Bangard, C., Brand, M. [i in.] (2010). Dissociating cognitive from affective theory of mind: A TMS study. Cortex, 46, 6, 769-780.
Kurcz, I., H. Okuniewska, H. (2011). Język jako przedmiot badań psychologicznych. Warszawa: Wydawnictwo SWPS Academica.
Leslie, A. (1991). The theory of mind impairment in autism: Evidence for a modular mechanism of development? W: A. Whiten (red.), Natural theories of mind (s. 63-78). Oxford: Basil Blackwell.
Leslie, A. M., Thaiss, L. (1992). Domain specificity in conceptual development: Neuropsychological evidence from autism. Cognition, 43, 225-251.
Lezak, M. D. (1995). Neuropsychological assessment (3). New York: Oxford University Press.
Liu, D., Henry, M., Wellman, H., Tardif, T., Sabbagh, M. (2008). Theory of mind development in Chinese children: A meta-analysis of false-belief understanding across cultures and languages. Developmental Psychology, 44, 2, 523-531.
Lough, S., Hodges, J. R. (2002). Measuring and modifying abnormal social cognition in frontal variant frontotemporal dementia. Journal of Psychosomatic Research, 53, 639-646.
Martin, I., McDonald, S. (2003). Weak coherence, no theory of mind, or executive dysfunction? Solving the puzzle of pragmatic language disorders. Brain and Language, 85, 3, 451-466.
Milders, M., Fuchs, S., Crawford, J. R. (2003). Neuropsychological impairments and changes in emotional and social behaviour following severe traumatic brain injury. Journal of Clinical and Experimental Neuropsychology (Section A: Neuropsychology, Development and Cognition), 25, 2, 157-172.
Moore, C., Bryant, D., Furrow, D. (1989). Mental terms and the development of certainty. Child Development, 60, 167-171.
Perner, J., Lang, B. (1999). Development of theory of mind and executive control. Trends in Cognitive Sciences, 3, 337-344.
Perner, J., Leekam, S. R., Wimmer, H. (1987). Three-year olds’ difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125-137.
Peterson, C. (2003). Opening windows into the mind: Mothers’ preferences for mental state explanations and children’s theory of mind. Cognitive Development, 18, 3, 399-429.
Peterson, C. C., Siegal, M. (1999). Representing inner worlds: Theory of mind in autistic, deaf, and normal hearing children. Psychological Science, 10, 126-129.
Pisula, E. (2000). Autyzm: diagnoza, klasyfikacja, etiologia. Warszawa: Wydawnictwo Naukowe PWN.
Plaut, D. C., Karmiloff-Smith, A. (1993). Representational development and theory-of-mind computations. Behavioral and Brain Sciences, 16, 1, 70-71.
Putko, A. (2004a). Teoria umysłu a zakres efektu starszego rodzeństwa oraz jego związki z zabawą w udawanie i kontrolą hamowania. Studia Psychologiczne, 42, 2, 69-80.
Putko, A. (2004b). Kognitywny i percepcyjny komponent teorii umysłu: jak silne są powiązania? Studia Psychologiczne, 42, 4, 107-118.
Premack, D. G., Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1, 515-526.
Samson, D., Apperly, I., Chiavarino C., Humphreys, G. (2004). Left temporoparietal junction is necessary for representing someone else’s belief. Nature Neuroscience, 7, 499-500.
Saxe, R. (2006a). Why and how to study theory of mind with fMRI. Brain Research, 1079, 1, 57-65.
Saxe, R. (2006b). Uniquely human social cognition. Current Opinion in Neurobiology, 16, 235-239.
Saxe, R. (2008). The happiness of the fish: Evidence for a common theory of one’s own and others’ actions. W: K. Markman, W. Klein, J. Suhr (red.), The handbook of imagination and mental simulation. New York: Psychology Press.
Saxe, R. (2009). Theory of mind (neural basis). Encyclopedia of Consciousness. Oxford, UK: Academic Press.
Saxe, R., Kanwisher, N. (2003). People thinking about thinking people: The role of the temporo-parietal junction in “theory of mind”. Neuroimage, 19, 1835-1842.
Saxe, R., Schulz, L., Jiang, Y. (2006c). Reading minds versus following rules social. Neuroscience, 1, 3-4, 284-298.
Saxe, R., Wexler, A. (2005). Making sense of another mind: The role of the right temporo-parietal junction. Neuropsychologia, 43, 10, 1391-1399.
Saxe, R., Xiao, D. K., Kovacs, G., Perrett, D. I., Kanwisher, N. (2004). A region of right posterior superior temporal sulcus responds to observed intentional actions. Neuropsychologia, 42, 11, 1435-1446.
Shamay-Tsoory, S. G., Aharon-Peretz, J. (2007). Dissociable prefrontal networks for cognitive and affective theory of mind: A lesion study. Neuropsychologia, 45, 13, 3054-3067.
Shamay-Tsoory, S. G., Tomer, R., Berger, B. D., Aharon-Peretz, J. (2003). Characterization of empathy deficits following prefrontal brain damage: The role of the right ventromedial prefrontal cortex. Journal of Cognitive Neuroscience, 15, 3, 324-337.
Shamay-Tsoory, S. G., Tomer, R., Berger, B. D., Goldsher, D. (2005). Impaired ,,affective theory of mind” is associated with right ventromedial prefrontal damage. Cognition and Behavioral Neurology, 18, 55-67.
Spatt, J., Zebenholzer, K., Oder, W. (1997). Psychosocial longterm outcome of severe head injury as perceived by patients, relatives, and professionals. Acta Neurologica Scandinavica, 95, 3, 173-179.
Stone, V., Gerrans, P. (2006). Does the normal brain have a theory of mind? Trends in Cognitive Sciences, 10, 1, 3-4.
Surian, L., Siegal, M. (2001). Sources of performance on theory of minds tasks in right hemisphere-damaged patients. Brain and Language, 78, 224-232.
Temple, C. (1997). Developmental cognitive neuropsychology. East Sussex, UK: Psychology Press Hove.
Tirassa, M., Bosco, F. M., Colle, L. (2006). Rethinking the ontogeny of mindreading. Consciousness and Cognition, 15, 197-217.
Young, L., Camprodon, J., Hauser, M., Pascual-Leone, A., Saxe, R. (2010). Disruption of the right temporo-parietal junction with transcranial magnetic stimulation reduces the role of beliefs in moral judgment. PNAS, 107, 6753-6758.
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Apperly, I. A., Samson, D., Carroll, N., Hussain, S., Humphreys, G. W. (2006). Intact first and second-order false belief reasoning in a patient with severely impaired grammar. Social Neuroscience, 1, 3-4, 334-348.
Apperly, I. A., Samson, D., Chiavarino, C., Humphreys, G. W. (2004). Frontal and temporo-parietal lobe contribution to Theory of Mind: Neuropsychological evidence from a false belief task with reduced language and executive demands. Journal of Cognitive Neuroscience, 16, 10, 1773-1784.
Apperly, I. A., Samson, D., Humphreys, G. W. (2005). Domain-specificity and theory of mind: Evaluating evidence from neuropsychology. Trends in Cognitive Sciences, 9, 12, 572-577.
Astington, J. W., Dack, L. A. (2008). Theory of Mind. W: M. M. Haith, J. B. Benson (red.), Encyclopedia of infant and early childhood development (vol. 3, s. 343-356). San Diego, CA: Academic Press.
Astington, J. W., Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35, 1311-1320.
Bach, L. J., Happé, F., Fleminger, S. Powell, J. (2000). Theory of mind: Independence of executive function and the role of the frontal cortex in acquired brain injury. Cognitive Neuropsychiatry, 5, 175-192.
Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge: Brandford/MIT Press.
Baron-Cohen, S. (1998). Does the study of autism justify minimalist innate modularity. Learning and Individual Differences, 10, 3, 179-191.
Baron-Cohen, S., Leslie, A., Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37-46.
Baron-Cohen, S., Tager-Flusberg, H., Cohen, D. (2000). Understanding other minds: Perspectives rom developmental cognitive neuroscience. Oxford: University Press.
Białecka-Pikul, M. (2002). Co dzieci wiedzą o umyśle i myśleniu. Kraków: Wydawnictwo UJ.
Bibby, H., McDonald, S. (2005). Theory of mind after traumatic brain injury. Neuropsychologia, 43, 99-114.
Blair, R. J. R. (2005). Responding to the emotions of others: Dissociating forms of empathy through the study of typical and psychiatric populations. Consciousness and Cognition, 14, 698-718.
Brune, M., Brune-Cohrs, U. (2006). Theory of mind-evolution, ontogeny, brain mechanisms and psychopathology. Neuroscience and Biobehavioral Reviews, 30, 437-455.
Cabeza, R., Kingstone, A. (2009). Handbook of functional neuroimaging of cognition. Cambridge: The MIT Press.
Carlson, S. M., Moses, L. J., Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal Experimental Child Psychology, 87, 299-319.
Champagne-Lavau, M., Joanette, Y. (2009). Pragmatics, theory of mind and executive functions after a right-hemisphere lesion: Different patterns of deficits. Journal of Neurolinguistics, 22, 5, 413-426.
Channon, S., Pellijeff, A., Rule, A. (2005). Social cognition after head injury: Sarcasm and theory of mind. Brain and Language, 93, 2, 123-134.
Decety, J., Jackson, P. L. (2006). A social neuroscience perspective of empathy. Current Directions in Psychological Science, 15, 54-58.
De Villiers, J. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief-understanding. Cognitive Development, 17, 1, 1037-1060.
Doherty, M. J. (2009). Theory of mind: How children understand others’ thoughts and feelings. Hove, UK: Psychology Press.
Domańska, Ł., Borkowska, A. (2008). Podstawy neuropsychologii klinicznej. Lublin: UMCS.
Farrant, A., Morris, R. G., Russell, T., Elwes, R., Akanuma, N., Alarcón, G., Koutroumanidis, M. (2005). Social cognition in frontal lobe epilepsy. Epilepsy & Behavior, 7, 3, 506-516.
Farrar, M. J., Johnson, B., Tompkins, V., Easters, M., Zilisi-Medus, A., Benigno, J. P. (2009). Language and theory of mind in preschool children with specific language impairment. Journal of Communication Disorders, 42, 6, 428-441.
Fodor, J. A. (1983). Modularity of mind: An essay on faculty psychology. Cambridge, MA: MIT Press.
Frith, U., Frith, C. D. (2003). Development and neurophysiology of mentalizing. Philosophical Transactions of Royal Society of London (Series B: Biogical Sciences), 358, 459-473.
Gavilán, J. M., García-Albea, J. E. (2011). Theory of mind and language comprehension in schizophrenia: Poor mindreading affects figurative language comprehension beyond intelligence deficits. Journal of Neurolinguistics, 24, 1, 54-69.
Gopnik, A., Astington, J. W. (1988). Children’s understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37.
Gopnik, A., Wellman, H. (1992). Why the child’s theory of mind really is a theory. Mind and Language, 7, 145-171.
Haman, M. (1992). Dziecięca ,,teoria umysłu” a kompetencja komunikacyjna dziecka w wieku przedszkolnym. W: B. Bokus, M. Haman (red.), Z badań nad kompetencją komunikacyjną dzieci (s. 229-253). Warszawa: Wydawnictwo Energeia.
Haman, M. (2002). Pojęcia i ich rozwój. Percepcja, doświadczenie i naiwne teorie. Warszawa: Matrix.
Happé, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
Happé, F., Frith, U. (1996). The neuropsychology of autism. Brain, 19, 1377-1400.
Henry, J. D., Phillips, L. H., Crawford, J. R., Ietswaart, M., Summers, F. (2006a). Theory of mind following traumatic brain injury: The role of emotion recognition and executive dysfunction. Neuropsychologia, 44, 10, 1623-1628.
Hernik, M. (2007). Pojęcie zamiaru w rozwoju teorii umysłu i teorii wytworów człowieka (mps pracy doktorskiej, Wydział Psychologii UW).
Herzyk A. (2005). Wprowadzenie do neuropsychologii klinicznej. Warszawa: Wydawnictwo Naukowe Scholar.
Huettel, S., Song, A., McCarthy, G. (2004). Functional magnetic resonance imaging. Sunderland, MA: Sinauer Associates, Inc.
Jenkins, J. M., Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32, 70-78.
Kalbe, E., Schlegel, M., Sack, A. T., Nowak, D. A., Dafotakis, M., Bangard, C., Brand, M. [i in.] (2010). Dissociating cognitive from affective theory of mind: A TMS study. Cortex, 46, 6, 769-780.
Kurcz, I., H. Okuniewska, H. (2011). Język jako przedmiot badań psychologicznych. Warszawa: Wydawnictwo SWPS Academica.
Leslie, A. (1991). The theory of mind impairment in autism: Evidence for a modular mechanism of development? W: A. Whiten (red.), Natural theories of mind (s. 63-78). Oxford: Basil Blackwell.
Leslie, A. M., Thaiss, L. (1992). Domain specificity in conceptual development: Neuropsychological evidence from autism. Cognition, 43, 225-251.
Lezak, M. D. (1995). Neuropsychological assessment (3). New York: Oxford University Press.
Liu, D., Henry, M., Wellman, H., Tardif, T., Sabbagh, M. (2008). Theory of mind development in Chinese children: A meta-analysis of false-belief understanding across cultures and languages. Developmental Psychology, 44, 2, 523-531.
Lough, S., Hodges, J. R. (2002). Measuring and modifying abnormal social cognition in frontal variant frontotemporal dementia. Journal of Psychosomatic Research, 53, 639-646.
Martin, I., McDonald, S. (2003). Weak coherence, no theory of mind, or executive dysfunction? Solving the puzzle of pragmatic language disorders. Brain and Language, 85, 3, 451-466.
Milders, M., Fuchs, S., Crawford, J. R. (2003). Neuropsychological impairments and changes in emotional and social behaviour following severe traumatic brain injury. Journal of Clinical and Experimental Neuropsychology (Section A: Neuropsychology, Development and Cognition), 25, 2, 157-172.
Moore, C., Bryant, D., Furrow, D. (1989). Mental terms and the development of certainty. Child Development, 60, 167-171.
Perner, J., Lang, B. (1999). Development of theory of mind and executive control. Trends in Cognitive Sciences, 3, 337-344.
Perner, J., Leekam, S. R., Wimmer, H. (1987). Three-year olds’ difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125-137.
Peterson, C. (2003). Opening windows into the mind: Mothers’ preferences for mental state explanations and children’s theory of mind. Cognitive Development, 18, 3, 399-429.
Peterson, C. C., Siegal, M. (1999). Representing inner worlds: Theory of mind in autistic, deaf, and normal hearing children. Psychological Science, 10, 126-129.
Pisula, E. (2000). Autyzm: diagnoza, klasyfikacja, etiologia. Warszawa: Wydawnictwo Naukowe PWN.
Plaut, D. C., Karmiloff-Smith, A. (1993). Representational development and theory-of-mind computations. Behavioral and Brain Sciences, 16, 1, 70-71.
Putko, A. (2004a). Teoria umysłu a zakres efektu starszego rodzeństwa oraz jego związki z zabawą w udawanie i kontrolą hamowania. Studia Psychologiczne, 42, 2, 69-80.
Putko, A. (2004b). Kognitywny i percepcyjny komponent teorii umysłu: jak silne są powiązania? Studia Psychologiczne, 42, 4, 107-118.
Premack, D. G., Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1, 515-526.
Samson, D., Apperly, I., Chiavarino C., Humphreys, G. (2004). Left temporoparietal junction is necessary for representing someone else’s belief. Nature Neuroscience, 7, 499-500.
Saxe, R. (2006a). Why and how to study theory of mind with fMRI. Brain Research, 1079, 1, 57-65.
Saxe, R. (2006b). Uniquely human social cognition. Current Opinion in Neurobiology, 16, 235-239.
Saxe, R. (2008). The happiness of the fish: Evidence for a common theory of one’s own and others’ actions. W: K. Markman, W. Klein, J. Suhr (red.), The handbook of imagination and mental simulation. New York: Psychology Press.
Saxe, R. (2009). Theory of mind (neural basis). Encyclopedia of Consciousness. Oxford, UK: Academic Press.
Saxe, R., Kanwisher, N. (2003). People thinking about thinking people: The role of the temporo-parietal junction in “theory of mind”. Neuroimage, 19, 1835-1842.
Saxe, R., Schulz, L., Jiang, Y. (2006c). Reading minds versus following rules social. Neuroscience, 1, 3-4, 284-298.
Saxe, R., Wexler, A. (2005). Making sense of another mind: The role of the right temporo-parietal junction. Neuropsychologia, 43, 10, 1391-1399.
Saxe, R., Xiao, D. K., Kovacs, G., Perrett, D. I., Kanwisher, N. (2004). A region of right posterior superior temporal sulcus responds to observed intentional actions. Neuropsychologia, 42, 11, 1435-1446.
Shamay-Tsoory, S. G., Aharon-Peretz, J. (2007). Dissociable prefrontal networks for cognitive and affective theory of mind: A lesion study. Neuropsychologia, 45, 13, 3054-3067.
Shamay-Tsoory, S. G., Tomer, R., Berger, B. D., Aharon-Peretz, J. (2003). Characterization of empathy deficits following prefrontal brain damage: The role of the right ventromedial prefrontal cortex. Journal of Cognitive Neuroscience, 15, 3, 324-337.
Shamay-Tsoory, S. G., Tomer, R., Berger, B. D., Goldsher, D. (2005). Impaired ,,affective theory of mind” is associated with right ventromedial prefrontal damage. Cognition and Behavioral Neurology, 18, 55-67.
Spatt, J., Zebenholzer, K., Oder, W. (1997). Psychosocial longterm outcome of severe head injury as perceived by patients, relatives, and professionals. Acta Neurologica Scandinavica, 95, 3, 173-179.
Stone, V., Gerrans, P. (2006). Does the normal brain have a theory of mind? Trends in Cognitive Sciences, 10, 1, 3-4.
Surian, L., Siegal, M. (2001). Sources of performance on theory of minds tasks in right hemisphere-damaged patients. Brain and Language, 78, 224-232.
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