Psychology Essay: Brain/Mind Development and Theory of Mind Analysis

This essay delves into the concept of brain and mind development, specifically focusing on the theory of mind. It defines the theory of mind as the ability to attribute mental states such as beliefs, desires, and intentions to oneself and others, crucial for daily social interactions. The essay discusses the implications of deficits in theory of mind for individuals with various disorders and differentiates it from philosophical approaches. It then examines the development of theory of mind, highlighting the role of social experiences and referencing the Marshmallow Test as a research tool. The essay further explores brain development, emphasizing the formation of synapses in the early years and the influence of physical and social environments on this process. It concludes by underscoring the importance of nurturing, supportive care for infants and toddlers to foster healthy brain connections and overall development.

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Brain/Mind Development
Theory of mind is ability for attributing the mental states such as intents, beliefs,
emotions, knowledge and desires to one as well as others and for understanding others have
desires, perspectives, intentions and beliefs which are not same from own of one. Theory of mind
is critical for per day social interactions of human as well as is used while analyzing, inferring
and judging behaviors of others (Bowman et al. 2019). Deficits could take place within people
with disorders of autism spectrum, schizophrenia, cocaine addiction, eating disorders based on
genes, brain damage due to neurotoxicity of alcohol and hyperactivity disorder. Though there are
philosophical approaches for this, theory of mind is different from mind’s philosophy. Theory of
mind is theory insofar as mind’s output is only thing which is directly being observed so mind’s
existence is inferred. Presumption is there that others have mind could be termed as theory of
mind as every human could only intuit own mind’s existence through introspection. There is no
direct access for anyone from others’ observations (Goffin, Kochanska and Yoon 2020). It
appears as innate ability within humans which needs social as well as other experience of several
years for full development. Several different people might develop theory of mind.
Marshmallow test is a famous piece for research social science. In marshmallow test,
marshmallow is placed in front of child. The child is told that they cud have second treat if
temptation could be resisted by them in next 15 minutes. If they get succumbed to sugar’s
devilish pull, they could only get one. This test is tool for charting development of young mind
as well as for seeing how the cognitive tools are used by the kids for conquering tough challenge
of willpower. Subjects who were best used often creative strategies for avoiding temptation
(Watts, Duncan and Quan 2018). Work of follow up showed kids have the capability in learning

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to wait for the treat longer. It is also observed that the circumstances do matter. If kid could be
lead in mistrust experimenter, they would grab treat earlier.
At birth, full operation is still being prepared by human brain. Neurons of brain exist
apart from each other. Task of brain for initial 3 years is establishing as well as reinforcing
connections to other neurons. As child develops, synapses become much more complicated.
During life’s initial 3 years, neurons’ number stays same, however there is increase in quantity of
synapse. How physical and social environments react to toddlers and infants plays huge part in
synapses’ creation. Experience of child is stimulation which sparks activity among dendrites and
axons as well as creates synapses (Immordino-Yang, Darling-Hammond and Krone 2019).
Toddlers and infants learn of themselves as well as their world by having interactions with all
others. The brain connections lead to success out of the nurturant, predictable and supportive
care. Caring for toddlers and infants is about creating relationships as well as making most of per
day experiences and routines. Child experience world in more complete process when compared
with children of other age.

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References
Bowman, L.C., Dodell-Feder, D., Saxe, R. and Sabbagh, M.A., 2019. CHILDREN’S THEORY
OF MIND.
Goffin, K.C., Kochanska, G. and Yoon, J.E., 2020. Children’s theory of mind as a mechanism
linking parents’ mind-mindedness in infancy with children’s conscience. Journal of
Experimental Child Psychology, 193, p.104784.
Immordino-Yang, M.H., Darling-Hammond, L. and Krone, C.R., 2019. Nurturing nature: How
brain development is inherently social and emotional, and what this means for
education. Educational Psychologist, 54(3), pp.185-204.
Watts, T.W., Duncan, G.J. and Quan, H., 2018. Revisiting the marshmallow test: A conceptual
replication investigating links between early delay of gratification and later
outcomes. Psychological science, 29(7), pp.1159-1177.