31:
160:
In Baron-Cohen et al.'s study, 23 of the 27 clinically unimpaired children (85%) and 12 of the 14 Down's
Syndrome children (86%) answered the Belief Question correctly. However, only four of the 20 autistic children (20%) answered correctly. Overall, children under the age of four, along with most
173:
While Baron-Cohen et al.'s data have been purported to indicate a lack of theory of mind in autistic children, there are other possible factors affecting them. For instance, individuals with autism may pass the cognitively simpler recall task, but have difficulty with semantically conceptualizing
177:
Ruffman, Garnham, and
Rideout (2001) further investigated links between the Sally-Anne test and autism in terms of eye gaze as a social communicative function. Ruffman et al. added a third possible location for the marble: the pocket of the investigator. When autistic children and children with
153:
perspective, he will indicate that Sally has cause to believe, as the participant does, that the marble has moved. Passing the test is thus seen as the manifestation of a participant understanding that Sally has her own beliefs that may not correlate with reality; this is the core requirement of
140:). A short skit is then enacted; Sally takes a marble and hides it in her basket. She then 'leaves' the room and goes for a walk. While she is away, Anne takes the marble out of Sally's basket and puts it in her own box. Sally is then reintroduced and the child is asked the key question, the
152:
For a participant to 'pass' this test, he must answer the Belief
Question correctly by indicating that Sally believes that the marble is in her own basket. This answer is continuous with Sally's perspective, but not with the participant's own. If the participant cannot take an alternative
178:
moderate learning disabilities were tested in this format, Ruffman et al. found that both groups answered the Belief
Question equally well; however, participants with moderate learning disabilities reliably looked at the correct location of the marble, while autistic participants did not,
190:
The Sally-Anne test remains highly associated with theory of mind, chiefly because of its role in the work of Baron-Cohen et al. The test is by no means fully conclusive; however, its application is telling about social development trends in autism.
111:
to others (Wimmer & Perner, 1983). The flagship implementation of the Sally-Anne test was by Baron-Cohen, Leslie, and Frith (1985); in 1988, Leslie and Frith repeated the experiment with human actors (rather than dolls) and found similar results.
174:
the Belief
Question. Tager-Flusberg (2007) posited that the pass-fail designation derived from the Sally-Anne test "indexed" what is an overall "complex social-cognitive developmental progression," unfairly categorizing participants.
124:
et al. modified the puppet play paradigm of Wimmer and Perner (1983), in which puppets represent tangible characters in a story, rather than hypothetical characters of pure storytelling. In the Baron-Cohen, Leslie, and Frith study of
133:, 61 children—20 of whom were diagnosed autistic under established criteria, 14 with Down's Syndrome and 27 of whom were determined as clinically unimpaired—were tested with "Sally" and "Anne".
79:
208:
Wimmer, H., & Perner, J. (1983). "Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception".
503:
Suddendorf T. & Whiten, A. (2001). "Mental evolution and development: evidence for secondary representation in children, great apes and other animals."
491:
398:
347:
314:
243:
165:
children (of older ages), answered the Belief
Question with "Anne's box," seemingly unaware that Sally does not know her marble has been moved.
59:
182:
the autistic participant answered the question correctly. These results may be an expression of the social deficits relevant to autism.
76:
Finished writing a draft article? Are you ready to request review of it by an experienced editor for possible inclusion in
Knowledge?
455:
Ruffman, T., Garnham, W., & Rideout, P. (2001). "Social understanding in autism: Eye gaze as a measure of core insights".
136:
In the test process, after introducing the dolls, the child is asked the control question of recalling their names (the
362:
267:
328:
Leslie, A.M. & Frith, U. (1988). "Autistic children's understanding of seeing, knowing and believing".
484:
441:
70:
511:
100:
468:
425:
392:
341:
308:
237:
49:
8:
96:
290:
286:
225:
221:
121:
108:
374:
282:
217:
104:
412:
Tager-Flusberg, H. (2007). "Evaluating the theory-of-mind hypothesis of autism".
40:
154:
126:
378:
265:
66:
52:. It serves as a testing spot and page development space for the user and is
44:
17:
454:
294:
229:
162:
360:
130:
327:
207:
266:
Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985).
411:
268:"Does the autistic child have a 'theory of mind'?"
397:: CS1 maint: multiple names: authors list (
363:"Does the chimpanzee have a theory of mind?"
346:: CS1 maint: multiple names: authors list (
313:: CS1 maint: multiple names: authors list (
242:: CS1 maint: multiple names: authors list (
48:. A user sandbox is a subpage of the user's
414:Current Directions in Psychological Science
330:British Journal of Developmental Psychology
144:: 'Where will Sally look for her marble?'
457:Journal of Child Psychology and Psychiatry
361:Premack, D.G., & Woodruff, G. (1978).
490:CS1 maint: multiple names: authors list (
261:
259:
257:
255:
253:
14:
250:
25:
115:
23:
24:
522:
120:To develop an efficacious test,
58:Create or edit your own sandbox
29:
185:
448:
405:
354:
321:
201:
13:
1:
367:Behavioral and Brain Sciences
194:
81:Submit your draft for review!
287:10.1016/0010-0277(85)90022-8
222:10.1016/0010-0277(83)90004-5
168:
7:
147:
54:not an encyclopedia article
10:
527:
379:10.1017/S0140525X00076512
512:Category:Cognitive tests
101:developmental psychology
505:Psychological Bulletin
103:to measure a person's
107:ability to attribute
477:|access-date=
434:|access-date=
97:psychological test
89:
88:
65:Other sandboxes:
63:
518:
496:
495:
488:
482:
478:
474:
472:
464:
452:
446:
445:
439:
435:
431:
429:
421:
409:
403:
402:
396:
388:
386:
385:
358:
352:
351:
345:
337:
325:
319:
318:
312:
304:
302:
301:
272:
263:
248:
247:
241:
233:
205:
116:Test description
105:social cognitive
85:
84:
82:
71:Template sandbox
57:
33:
32:
26:
526:
525:
521:
520:
519:
517:
516:
515:
500:
499:
489:
480:
476:
475:
466:
465:
453:
449:
437:
433:
432:
423:
422:
410:
406:
390:
389:
383:
381:
359:
355:
339:
338:
326:
322:
306:
305:
299:
297:
270:
264:
251:
235:
234:
206:
202:
197:
188:
171:
150:
142:Belief Question
138:Naming Question
118:
93:Sally–Anne test
80:
78:
77:
75:
74:
30:
22:
21:
20:
12:
11:
5:
524:
509:
508:
498:
497:
447:
404:
373:(4): 515–526.
353:
320:
249:
216:(1): 103–128.
199:
198:
196:
193:
187:
184:
170:
167:
155:theory of mind
149:
146:
127:theory of mind
117:
114:
87:
86:
55:
36:
34:
15:
9:
6:
4:
3:
2:
523:
514:
513:
506:
502:
501:
493:
486:
470:
462:
458:
451:
443:
427:
419:
415:
408:
400:
394:
380:
376:
372:
368:
364:
357:
349:
343:
335:
331:
324:
316:
310:
296:
292:
288:
284:
280:
276:
269:
262:
260:
258:
256:
254:
245:
239:
231:
227:
223:
219:
215:
211:
204:
200:
192:
183:
181:
175:
166:
164:
158:
156:
145:
143:
139:
134:
132:
128:
123:
113:
110:
109:false beliefs
106:
102:
98:
94:
83:
73:
72:
68:
61:
53:
51:
47:
46:
42:
35:
28:
27:
19:
18:User:Alexkuka
510:
504:
469:cite journal
463:: 1083–1094.
460:
456:
450:
426:cite journal
417:
413:
407:
393:cite journal
382:. Retrieved
370:
366:
356:
342:cite journal
333:
329:
323:
309:cite journal
298:. Retrieved
281:(1): 37–46.
278:
274:
238:cite journal
213:
209:
203:
189:
186:Implications
179:
176:
172:
159:
151:
141:
137:
135:
119:
92:
90:
67:Main sandbox
64:
38:
122:Baron-Cohen
507:, 629–650.
481:|url=
438:|url=
420:: 311–315.
384:2012-11-19
336:: 315–324.
300:2008-02-16
195:References
99:, used in
479:requires
436:requires
275:Cognition
210:Cognition
169:Criticism
50:user page
39:the user
163:autistic
148:Outcomes
45:Alexkuka
37:This is
295:2934210
230:6681741
180:even if
69:|
41:sandbox
293:
228:
131:autism
271:(PDF)
95:is a
16:<
492:link
485:help
442:help
399:link
348:link
315:link
291:PMID
244:link
226:PMID
91:The
60:here
375:doi
283:doi
218:doi
129:in
43:of
473::
471:}}
467:{{
461:42
459:.
430::
428:}}
424:{{
418:16
416:.
395:}}
391:{{
369:.
365:.
344:}}
340:{{
332:.
311:}}
307:{{
289:.
279:21
277:.
273:.
252:^
240:}}
236:{{
224:.
214:13
212:.
157:.
56:.
494:)
487:)
483:(
444:)
440:(
401:)
387:.
377::
371:1
350:)
334:6
317:)
303:.
285::
246:)
232:.
220::
62:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.