Teoria da mente: teia de processos complexos tecida na experiência intersubjetiva
DOI:
https://doi.org/10.21501/22161201.4275Palavras-chave:
Mentalização, Apego, Relações sociais, Cognição, EmoçãoResumo
Uma reflexão sobre a concepção da Teoria da Mente (ToM) e sua compreensão a partir da Teoria das Teorias e da Teoria da Simulação, as mais importantes tradições que explicam uma das mais relevantes capacidades diferenciais da espécie humana. Posteriormente, proponho se que essa capacidade surja no contexto do vínculo, pois por sua complexidade constitui uma vantagem evolutiva que favorece ou estabelece o vínculo social; Para isso, são utilizados os desenvolvimentos da Teoria do Apego, pois na revisão realizada ficou evidente que essa relação havia sido estabelecida e aceita, os aspectos do vínculo precoce entre mãe-filho que favorecem não são ampliados ou explicitados ToM. A análise de conteúdo realizada permite reconhecer que tratar as crianças como um agente mental (intencional e individualmente) e tender a usar termos de estado mental, e não de fala, desempenha um papel fundamental no desenvolvimento da capacidade de compreender outras mentes pelas crianças.
Downloads
Referências
Aperli, I. (2013). Mindreading by simulation: Can theory of mind grow up? Mindreading in adults, and its implications for the development and neuroscience of mindreading. En S. Baron-Cohen, H. Tager-Flusberg y M. V. Lombardo (Eds.), Understanding other minds: Perspectives from developmental social (pp. 448-466). Oxford University Press.
Astington, J. W., & Baird, J. A. (2005). Representational Development and False-Belief Understanding. In J. W. Astintong and J. A. Baird (Eds.), Why language matters for Theory of Mind (pp. 72-92). Oxford University Press.
Berthelot, N., Ensink, K., Bernazzani, O., Normandin, L., Luyten, P., & Fonagy, P. (2015). Intergenerational transmission of attachment in abused and neglected mothers: the role of trauma-specific reflective functioning. Infant mental heatlh journal, 36(2), 200-212. https://doi.org/10.1002/imhj.21499
Bérubé, A., Blais, C., Fournier, A., Turgeon, J., Forget, H., Coutu, S., & Dubeau, D. (2020). Childhood maltreatment moderates the relationship between emotion recognition and maternal sensitive behaviors. Child Abuse & Neglect, 102, 1-9. https://doi.org/10.1016/j.chia-bu.2020.104432
Boesch, K. (2018). The Intergenerational Transmission of Mentalization: How Parental Reflective Function on the Parent Development Interview relates to Child Mentalization on the Thematic Apperception Test. [Doctoral thesis, City University of New York]. CUNY Aca- demic Works
Bordoni, M. (2018). La imitación reconsiderada: Su función social en la infancia temprana [Imitation reconsidered: its social function in early infancy]. INTERDISCIPLINARIA, 35(1), 119-136. http://www.ciipme-conicet.gov.ar/ojs/index.php?journal=interdisciplinaria&page=article&op=view&path%5B%5D=454&path%5B%5D=65
Bowlby, J. (1986). Vínculos afectivos: Formación, desarrollo perdida. [Affective bonds: creation, development, loss]. Ediciones Morata.
Cutting, A. L., & Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 70, 853-865. https://doi.org/10.1111/1467-8624.00061
Dunn J., & Brophy, M. (2005). Communication, Relationships, and Individual Differences in Children’s Understanding of Mind. In J. W. Astintong and J. A. Baird (Eds.), Why language matters for Theory of Mind (pp. 50-69). Oxford University Press.
Feeney, J., & Noller, P. (2001). Apego adulto. [Adult attachment] Desclée De Brouwer.
Fonagy, P., & Campbell, C. (2016). Attachment theory and mentalization. In A. Elliott y J. Prager (Eds.), The Routledge handbook of psychoanalysis in the social sciences and humanities (pp. 115-131). Routledge/Taylor & Francis Group.
Fonagy, P., Steele, H., Steele, M., & Holder, J. (1997). Attachment and theory of mind: Overlapping constructs? Association for Child Psychology and Psychiatry Occasional Papers, 14, 31-40.
Fonagy, P., Steele, M., Steele, H., Higgitt, A., & Target, M. (1994). The Emmanuel Miller Memorial Lecture 1992. The theory and practice of resilience. Journal of Child Psychology and Psychiatry and Allied Disciplines, 35, 231-257. https://doi.org/10.1111/j.1469-7610.1994.tb01160.x
Goldman, A. I., & Jordan, L. C. (2013). Mindreading by simulation: The roles of imagination and mirroring. In S. Baron-Cohen, H. Tager-Flusberg and M. V. Lombardo (Eds.), Understanding other minds: Perspectives from developmental social neuroscience (pp. 448-466). Oxford University Press.
Harris, P. L. (1992). From simulation to folk psychology: the case for development. Mind and Language, 7(1-2), 120-144. https://doi.org/10.1111/j.1468-0017.1992.tb00201.x
Harris, C. (2005). Conversation, Pretense, and Theory of Mind. In J. W. Astintong and J. A. Baird (Eds.), Why language matters for Theory of Mind (pp. 70-83). Oxford University Press.
Hobson, P. (1991). Against the theory of “theory of mind.” British Journal of Developmental Psychology, 9, 33-51.
Holmes, H. A., Black, C., & Miller, S. A. (1996). A cross-task comparison of false belief understanding in a Head Start population. Journal of Experimental Child Psychology, 63, 263- 285. https://doi.org/10.1006/jecp.1996.0050
Hughes, C. (2005). Genetic and Environmental Influences on Individual Differences in Language and Theory of Mind: Common or Distinct? In J. W. Astintong and J. A. Baird (Eds.), Why language matters for Theory of Mind (pp. 319-340). Oxford University Press.
Ibañez, M. (2013). El estudio del apego y de la función reflexiva: instrumentos para el diagnóstico y la intervención terapéutica en salud mental [The study of attachment and the reflective function: Instruments for the diagnosis and therapeutic intervention in mental health]. Temas de psicoanalisis, (5). https://www.temasdepsicoanalisis.org/2013/01/12/el-estudio-del-apego-y-de-la-funcion-reflexiva-instrumentos-para-el-diagnostico-y-la-intervencion-terapeutica-en-salud-mental/
Jacques, S., & Zelazo, P. D. (2005). Language and the Development of Cognitive Flexibility: Implications for Theory of Mind. In J. W. Astintong and J. A. Baird (Eds.), Why language matters for Theory of Mind (pp. 144-162). Oxford University Press.
Keysers, C., Thioux, M., & Gazzola, V. (2013). Mirror neuron system and social cognition. In S. Baron-Cohen, H. Tager-Flusberg and M. V. Lombardo (Eds.), Understanding other minds: Perspectives from developmental social neuroscience (pp. 233-263). Oxford University Press.
Lecannelier, F. (2016). A.M.A.R. Hacia un cuidado respetuoso de apego en la infancia. [TO LOVE: Toward a respectful attachment care in childhood]. B de Books.
Lewis, C., Freeman, N.H., Kyriakidou, C., Maridaki-Kassotaki, K., & Berridge, D. M. (1996). Social influences on false belief access: Specific sibling influences or general apprentices- hip? Child Development, 67, 2930-2947. https://doi.org/10.2307/1131760
López-Silva, P., & Bustos, P. (2017). Clarificando el rol de la mentalización en el desarrollo de las funciones ejecutivas [Clarifying the role of mentalization in the development of executive functions]. Universitas Psychologica, 16(4), 1-19. https://doi.org/10.11144/Javeriana.upsy16-4.crmd
Luyten, P., Campbell, C., Allison E., & Fonagy, P. (2020). The Mentalizing Approach to Psychopathology: State of the Art and Future Directions. Annual Review of Clinical Psychology, 16, 9.1-9.29. https://doi.org/10.1146/annurev-clinpsy-071919-015355
Maldonado, M. T., & Barajas, C. (2018). Teoría de la mente y empatía. Repercusiones en la aceptación por los iguales en niños y niñas de educación infantil, primaria y secundaria [Theory of mind and empathy. Repercussions on peer acceptance in pre-school primary and secondary education children]. Escritos de Psicología, 11(1), 10-24. https://dx.doi.org/10.5231/psy.writ.2018.0105
Marrone, M. (2009). La teoría del apego: Un enfoque actual [The theory of attachment: A contemporary approach]. Madrid: Editorial psimática.
Meins, E. (2003). Security of Attachment and the Social Development of Cognition. Psychology Press.
Meins, E., & Fernyhough, C. (1999). Linguistic acquisitional style and mentalising development: The role of maternal mind-mindedness. Cognitive Development, 14, 363-380. https://doi.org/10.1016/S0885-2014(99)00010-6
Meins, E. Fernyhough, C. Fradley E., & Tuckey, M. (2001) Rethinking Maternal Sensitivity: Mothers’ Comments on Infants’ Mental Processes Predict Security of Attachment at 12 Months. Journal of Child Psychology and Psychiatry, 42(5), 637–648. https://doi.org/10.1111/1469-7610.00759
Meltzoff, A. N., & Gopnik, A. (2013). Learning about the mind from evidence: Children’s development of intuitive theories of perception and personality. In S. Baron-Cohen, H. Tager- Flusberg and M. V. Lombardo (Eds.), Understanding other minds: Perspectives from de- velopmental social neuroscience (pp. 19-34). Oxford University Press.
Montgomery, D. E. (2005). The Developmental Origins of Meaning for Mental Terms. In J. W. Astintong and J. A. Baird (Eds.), Why language matters for Theory of Mind (pp. 106-122). Oxford University Press.
Pérez-Virgil, A., Ilzarbe, D., Garcia-Delgar, B., Morer, A., Pomares, M., Puig, O., Lera-Miguel, S., Rosa, M., Romero, M., Calvo Escalona, R., & Lázaro, L. (2021). Teoría de la mente en trastornos del neurodesarrollo: más allá del trastorno del espectro autista [Theory of mind in neurodevelopmental disorders: Beyond autistic spectrum disorder]. Neurología, 39(2), 117-126. https://www.elsevier.es/es-revista-neurologia-295-articulo-teoria-mente-trastornos-del-neurodesarrollo-S0213485321000864
Perry, A. y Shamay-Tsoory, S. (2013). Understanding emotional and cognitive empathy: A neuropsychological perspective. In S. Baron-Cohen, H. Tager-Flusberg and M. V. Lombardo (Eds.), Understanding other minds: Perspectives from developmental social (pp. 178- 194). Oxford University Press.
Pineda, W. F., Jiménez, G., & Puentes, P. (2012). Retrospectiva y prospectiva de la teoría de la mente; avances de investigación en neurociencias [Retrospective and prospective analysis of the theory of mind, the progress of research in neuroscience]. Psicogente, 15(27), 178-197. http://revistas.unisimon.edu.co/index.php/psicogente/article/view/1908
Pinedo J. R., & Santelices, M. P. (2006). Apego adulto: los modelos operantes internos y la teoría de la mente [Working models in adult attachment and psychotherapy interventions]. Terapia Psicológica, 24(2), 201-209. http://dx.doi.org/10.4067/S0718-48082007000200007
Riquelme, E. H., Henríquez, C., & Álvarez, B. (2003). Relación entre estilos de apego y Teoría de la Mente [Relationship between attachment styles and theory of mind]. Psykhe, 12(1), 73-81. http://ojs.uc.cl/index.php/psykhe/article/view/20347/16821
Rizzolatti, G., & Fabbri-Destro, M. (2013). The mirror mechanism: Understanding others from the inside. In S. Baron-Cohen, H. Tager-Flusberg and M. V. Lombardo (Eds.), Understanding other minds: Perspectives from developmental social (pp. 264-290). Oxford Univer- sity Press.
Ramos, J. M., Sancho, M. J., Cachero, P., Vara, M. T., & Iturria, B. (2009). El temperamento infantil en el ámbito de la prevención primaria: relación con el cociente de desarrollo y su modificabilidad [Child temperament and development quotient in early prevention]. Clínica y Salud, 20(1), 67-78.
Rodríguez Sutil, C. (2016). Mentalización como habilidad y cultura [Mentalizing: Artifice and culture]. Clínica e Investigación relacional, 10(3), 649-664. http://dx.doi.org/10.21110/19882939.2016.100303
Ruffman, T., Perner, J., Naito, M., Parkin, L., & Clements, W. A. (1998). Older (but not younger) siblings facilitate false belief understanding. Developmental Psychology, 34, 161-174. https://doi.org/10.1037/0012-1649.34.1.161
Southgate, V. (2013). Early manifestations of mindreading. In S. Baron-Cohen, H. Tager-Flusberg and M. V. Lombardo (Eds.), Understanding other minds: Perspectives from develop- mental social (pp. 3-18). Oxford University Press.
Tirapu-Ustárroz, J., Pérez-Sayes, G., Erekatxo-Bilbao, M., & Pelegrín-Valero, C. (2007). ¿Qué es la teoría de la mente? [What is the theory of mind?]. Revista de Neurología, 44(8), 479-489. https://www.catedraautismeudg.com/data/articles_cientifics/5/0ff0534e8d1b4980986ed2c1d9e4aa13-que-es-la-teoria-de-la-mente.pdf
Uribe, D. S., Gómez, M., & Arango, O. E. (2010). Teoría de la mente: una revisión acerca del desarrollo del concepto [Theory of mind: A review of the development of the concept]. Revista Colombiana de Ciencias Sociales, l(1)1, 28-37. https://www.funlam.edu.co/revistas/index.php/RCCS/article/view/1169
Urquijo, M. F., Zapata, L. F., Lewis, S., Pineda-Alhucema, W., Falquez, L. D., & Lopera-Pérez, D. (2017). Influencia del riesgo social en la teoría de la mente y funciones ejecutivas de adolescentes colombianos [Influence of social risk in the theory of mind and executive functions of Colombian teenagers]. Universitas Psychologica, 16(2), 1-14. https://doi.org/10.11144/Javeriana.upsy16-2.irst
Van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., Coughlan B., & Reijman, S. (2019). Annual Research Review: Umbrella synthesis of meta-analyses on child maltreatment antecedents and interventions: differential susceptibility perspective on risk and resilience. Journal of Child Psychology and Psychiatry, 61(3), 272-290. https://doi.org/10.1111/ jcpp.13147
Villachan-Lyra, P., Almeida, E., Hazin I., & Maranhão, Z. (2015). Styles of attachment and acquisition of the Theory of Mind. Estudos de Psicologia, 20(3), 139-150. https://doi.org/10.5935/1678-4669.20150016
Yoon, S., Howell, K., Dillard, R., McCarthy, K. S., Napier, T. R., & Pei, F. (2019). Resilience Following Child Maltreatment: Definitional Considerations and Developmental Variations. Trauma, Violence, & Abuse, 22(3), 541-559. https://doi.org/10.1177/1524838019869094
Zegarra-Valdivia, J., & Chino, B. (2017). Mentalización y teoría de la mente [Mentalization and the theory of mind]. Revista de neuropsiquiatría, 80(3), 189-199. https://doi.org/10.20453/rnp.v80i3.3156
Zilber, A. (2017). Teorías acerca de la teoría de la mente. El rol de los procesos cognitivos y emocionales [Theories about theory of mind. The role of cognitive and emotional processes]. Revista Neuropsicología Latinoamericana, 9(3), 1-12. https://www.neuropsicolatina.org/index.php/Neuropsicologia_Latinoamericana/article/view/397/220
Downloads
Publicado
Como Citar
Edição
Seção
Licença
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
La revista y los textos individuales que en esta se divulgan están protegidos por las leyes de copyright y por los términos y condiciones de la Licencia Creative Commons Atribución-No Comercial-Sin Derivar 4.0 Internacional.