Theory of Mind and Intelligence
Siegler, R., DeLoache, J., & Eisenberg, N. (2010). How Children Develop, (3rd ed.). New York: Worth.
Mind is Psyche. Psyche is the innate intelligence within all the different forms of energy which gives that energy the inherent ability to understand, follow, and obey God’s Laws and God’s Commands. Someone Psyche designed and made the Quantum Fields upon which everything else is based.
The Growth of a Theory of Mind
Infants’ and preschoolers’ naïve psychology, together with their strong interest in other people, provides the foundation for the development of a theory of mind, an organized, integrated understanding of how psychological processes such as intentions, desires, perceptions, and emotions influence behavior. Preschoolers’ theory of mind includes, for example, knowledge that beliefs often originate in perceptions, such as seeing an event or hearing someone describe it; that desires can originate either from physiological states, such as hunger or pain, or from psychological states, such as wanting to see a friend; and that desires and beliefs produce actions. One important component of such a theory of mind – understanding the connection between other people’s desires and their actions – emerges by the end of the first year.
Although most 2-year-olds understand that desires can influence behavior, they show little understanding that beliefs are likewise influential.
By age 3 years, children show some understanding of the relation between beliefs and actions. Most 3-year-olds also have some knowledge of how beliefs originate. They know, for example, that seeing an event produces beliefs about it, whereas simply being next to someone who can see the event does not.
At the same time, 3-year-olds’ understanding of the relation between people’s beliefs and their actions, a key part of their theory of mind, is limited in important ways. These limitations are evident when children are presented with false-belief problems, in which another person believes something to be true that the child knows is false. The question is whether the child thinks that the other person will act in accord with his or her own false belief or in accord with the child’s correct understanding of the situation. Studying such situations reveals children understand that other people’s actions are determined by the contents of their own minds, rather than the objective truth of the situation or the child’s understanding of it.
The 3-year-olds’ responses show that they have difficulty understanding that other people act on their own beliefs, even when those beliefs are false. This finding is extremely robust.
(How Children Develop, pp. 267-268.)
https://books.google.com/books?id=OUgnEGbgFeYC&pg=PA267#v=onepage&q&f=false
Beliefs and desires are a function of Psyche – NOT our genes and NOT evolution or natural selection. This is what has been experienced and observed. Evolution, random mutations, natural selection, and our genes have NO beliefs and NO desires. The idea that genes can be selfish, and then spread their selfishness or motivations into our psyche, is nothing but science fiction. The genes, evolution, and natural selection have NO physical mechanism in place for influencing, choosing, and controlling our thoughts, desires, and beliefs. According to the Naturalists and Atheists, evolution, natural selection, and genes have NO soul, spirit, psyche, or mind. They don’t exist as a person, place, or thing.
Young children learn to distinguish between psychological causes and physiological causes. The psychological causes are produced by Psyche; and, the physiological causes are related to one’s physical body. They are completely different; and, young children learn to tell the difference when they develop a Theory of Mind.
Theory of Mind
Describe how children’s theory of mind develops from age two to age three.
A theory of mind is a basic understanding of how another person’s mind works and how the other person’s mind influences their behaviors.
A study of the history of psychology reveals that Psychology was originally the scientific study of the human psyche. Then with the advent of Behaviorism in the 1920’s, Psychology lost its mind. Study of mind or study of the human psyche has been banned from Psychology ever since. Therefore, I found it interesting when our textbook started talking about how young children develop a “theory of mind” or a “theory of psyche” as a natural and normal part of their developmental and growth process – a process that they subsequently disavow and reject twenty years later when they get their degree in Behaviorism, Materialism, Naturalism, Determinism, Nihilism, or Darwinism from their public college where all these childish things are brainwashed or programmed out of them.
Our textbook and lecture series suggest that children develop a theory of mind in stages; and, these stages overlap. There is no clear-cut age limit for each stage contrary to what this assignment suggests.
Starting in their first year and for the rest of their lives, their theory of mind starts with the development of joint attention skills, intersubjectivity skills, and the ability to understand the intentions of others.
Then, between age one and age two, children develop their first theory of mind – namely, the realization that another person’s desires can influence the other person’s chosen behaviors. Then, children continue to use this capability and refine this capability for the rest of their lives. In a sense, these children develop mind-reading skills. Our text suggests that most every human reaches this level of “theory of mind”, namely that the other person’s desires influence that other person’s choices and actions.
By the age of three, some children start to develop the next level of theory of mind, which is the realization that another person’s beliefs influence that other person’s behavior, choices, and actions.
Our text emphasizes that most three-year-olds fail false-belief problems. False-belief problems are tasks that test a child’s understanding that other people will act in accord with their own beliefs, even when the child knows that those beliefs are false. Our textbook states that a review of 178 studies revealed that 14% of three-year-olds get false-belief problems correct (probably by lucky guesses); whereas, 85% of 5-year-olds get false-belief problems correct. This demonstrates the discontinuous stage aspect of theory of mind in action.
Our text also emphasizes that most of the autistic children can’t solve false-belief theory of mind problems even as teenagers. In other words, this last aspect or stage of theory of mind, the ability to get into another person’s head and see things from their point of view, is not universal. Not everyone acquires the ability to solve false-belief problems, just like not everyone reaches Piaget’s formal operations stage of development.
The question asks, “How does a child’s theory of mind develop?” The “how” or the mechanism is in dispute.
The nativists, based upon the theory of evolution, tell us that evolution gave us a theory of mind module; and, this innate or inborn theory of mind module within our physical brain develops our theory of mind for us. Whether the scientists realize it or not, the theory of evolution has been falsified trillions of times in thousands of different ways – literally. Therefore, the nativists’ theory of mind module has also been falsified, particularly the belief that evolution made this theory of mind module for us. Evolution is entropy, and entropy can’t make anything.
The only way a “nativist” or “innate” point of view would work would be to take the Human Psyche into consideration. The Human Psyche or Human Intelligence is in fact all of these different “brain modules” that the nativists keep talking about. If there is anything “innate” or “there-from-birth” within our mental development or conceptual development, it comes from Psyche. God’s Psyche or God’s Intelligence made our genome and proteins. Nature’s Psyche made and mapped our physical brain. And, the Human Psyche brings many innate capabilities with it from heaven. The question asked how a child’s theory of mind develops, and Psyche is the most plausible explanation, especially given the fact that evolution or natural selection can’t design and create anything from scratch. In fact, evolution (genetic drift), natural selection, and random mutations didn’t even exist until after God designed, made, and deployed the genomes in the first place.
Of course, this Spiritual Nativist or Psyche Nativist view is not permitted into science by the Materialists, Naturalists, Darwinists, Nihilists, and Atheists because it falsifies their chosen beliefs. However, the empiricist point of view is allowed into science by these people.
The empiricists teach and believe that a child learns theory of mind through experiences and interaction with society. This empiricist model or point of view is actually more plausible than the belief that evolution made a theory of mind module for us. The empiricist point of view can be made to work on both sides of the veil. Out-of-Body Travelers and Near-Death Experiencers have observed that it is their human psyche, spark, or life force who has experiences and forms memories of those events, not their spirit body and not their physical body. Based upon these scientific observations or experiential evidence, we know that the Human Psyche or Human Intelligence has the innate or inborn capability to learn through experience; and, that ability is brought with us from heaven.
Therefore, the empiricists’ model for theory of mind is more plausible and credible than the nativists’ “evolution did it all” model for theory of mind, because the empiricist model actually works on both sides of the veil whereas the nativists’ evolutionary model does not. Furthermore, the theory of evolution has been falsified which means that the nativists’ evolutionary model for theory of mind has also been falsified.
So, in answer to the question, “How does a child’s theory of mind develop?”, the correct answer is that the human psyche or the child learns theory of mind through personal experience with the concept; but with one major caveat, a person’s physical brain can restrict and limit the extent or the stages to which a Human Psyche can take theory of mind, as demonstrated by the autistic children who still can’t solve false-belief problems in their teens and even into adulthood due to faulty development of their physical brain.
The different stages of theory of mind overlap; and, not everyone develops these stages on schedule by age two or by age three. The scientific observations mentioned in this essay describe how children’s theory of mind develops from age two to age three, as well as describing how theory of mind develops before birth, before age two, and after age three. It’s all part of the same process, and it’s taken in stages. The human psyche or the child develops theory of mind through experience, subject to any limitations or restrictions from its physical brain. Evolution doesn’t have anything to do with it. Evolution doesn’t have a soul or a mind; therefore, evolution or natural selection doesn’t have a theory of mind.
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Defining Intelligence
Intelligence can be viewed as one thing, several things, or many things. List the characteristics that you think are the most important components of intelligence and explain their relevance.
The LDS Church, Hindus, Muslims, Christians, and many other groups of people – including Out-of-Body Travelers and Near-Death Experiencers – teach and believe that the Human Psyche or Human Intelligence survives the death of its physical body and physical brain. According to these people, Intelligence or Psyche cannot be made, and it cannot be destroyed. It is eternal and always conserved. It is a single entity that has always existed and will always exist.
Likewise, some of the psychologists teach and believe that intelligence or g – what they call General Intelligence – represents one single entity. According to these people, since g correlates with every observable and measurable domain, intelligence must be one entity. This is what they believe. This single entity idea of g or General Intelligence matches perfectly with the idea that the Human Psyche or Human Intelligence is one single entity who survives the death of its physical body and physical brain. Therefore, this g factor or General Intelligence factor is one of the most important components of intelligence, because it actually survives the death of its physical body and physical brain according to the observational evidence that we have on hand as a race. At the quantum level or the psyche level, the Human Psyche, the Human Intelligence, or the g Factor is the most important component of intelligence. Psyche or Intelligence makes intelligent choices at every level of existence.
On the physical plane or at the physical level, however, if there is bad genetics or the physical development of the brain fails somewhere along the way, then IQ, g, General Intelligence, or Psyche won’t be able to manifest its intelligence at the physical level through that broken, damaged, misfiring, or missing brain. At the physical level, a functional brain is absolutely essential for showing signs of intelligence. The Human Psyche, Human Intelligence, or g Factor is still in there; but, it can’t work through nor get through the haze or nothingness that’s being put up by its physical brain. At the physical level, a functional brain is the most important component of intelligence, because a person is not going to appear intelligent without it. The movie Awakenings, with Robert De Niro and Robin Williams, is a case study demonstrating these two essential aspects of intelligence.
These are the most important components of intelligence. When it comes to intelligence, the g Factor, Human Psyche, or Human Intelligence is the most relevant factor at the quantum level or the psyche level because it can function and exist without a physical brain. In contrast, when it comes to intelligence at the physical level, the physical brain is the most relevant and useful factor. This explains everything that has ever been experienced and observed in regard to human intelligence.
I have worked with kids who have Down Syndrome and Autism. Their g factor, psyche, intelligence, or unique personality is clearly in there and clearly does exist. Each one of them has a unique personality, a unique skill-set, a unique history, and a unique set of chosen likes and chosen behaviors. The truth of it is obvious.
However, due to their bad genetics in the case of Down Syndrome and faulty brain development in the case of Autism, these people don’t appear to be intelligent at the physical level. Instead, they appear to have intellectual handicaps at the physical level. Their g Factor, or Personality, or Preferences, Intelligence, or Psyche is still in there and clearly observable; but, these kids aren’t going to do well on an IQ test because don’t have the brain functionality necessary to do so.
How else is the g factor relevant?
Well, it’s also relevant in the philosophical domain. The Materialists, Naturalists, Darwinists, Nihilists, and Atheists teach and believe that there is no “g thing”, meaning that there is no Psyche or Non-Local Consciousness. These people teach that only entropic physical matter exists; therefore, there is no “g thing”. Out-of-Body Travelers and Near-Death Experiencers have falsified their claim that there is no psyche or no g thing; but, the Materialists, Naturalists, and Atheists won’t allow that evidence into evidence because that evidence falsifies their claims and their beliefs. For these people, their preferred beliefs take precedence over the observational evidence. That’s the way they choose to roll. However, the observed, experienced, verified, and proven existence of Psyche or the g Factor ends up being scientific proof or observational proof that the Materialists and Naturalists have gotten their science wrong somewhere along the way. The false is falsified by the truth; and, the truth is repeatedly experienced and observed. Our chosen philosophy ends up being the foundation of our subsequent psychology and belief system, so it’s very relevant to our psychology and intelligence in general. We are not going to learn certain concepts if we refuse to study them; and, our intelligence will be limited or restricted as a result. In other words, choice is an essential component of intelligence. Only psyche makes choices. Our genes, proteins, and molecules don’t make our choices for us because that’s physically impossible. They have no physical mechanism for making choices. Everything is determined by Someone Psyche at the physical level.
Finally, we must mention one of the other important and essential components of intelligence. A human psyche with a fully functional human brain is not going to do well on an IQ test if that person has had no physical experiences, no schooling, no language exposure, no food, and/or no training and education from the other psyches or persons surrounding them in their society. At the physical level, experiences, memories, and interactions with other psyches in some kind of social setting is absolutely essential if a person is to do well on an IQ test. Social interaction of some kind is one of the most important components of intelligence at any level of existence.
The Human Psyche or g Factor represents the Psycho portion of the multi-factorial BioPsychoSocial Model of intelligence and abnormal behavior. A person has to be conscious and alive, or have a psyche or life force, in order to do well on an IQ test at the physical level. Our genes and brain development represent the Bio portion of the multi-factorial BioPsychoSocial Model of intelligence and abnormal behavior. You must have a fully functional brain if you are going to do well on an IQ test at the physical level. There’s no getting around it. Finally, all those other psyches, animals, and other people represent the environmental, cultural, or Social portion of the multi-factorial BioPsychoSocial Model of intelligence and abnormal behavior. If you have no interaction with society at the physical level, then you are not going to do well on an IQ test. At the physical level, all three of these components are absolutely essential if a person is to develop language skills, show signs of intelligence, and do well on an IQ test. If one of these factors is temporarily missing, damaged, hindered, or non-existent, then the person won’t appear intelligent no matter what you try to do. He or she is not going to do well on an IQ test.
We could go on and talk about fluid intelligence, crystalized intelligence, practical intelligence, general capabilities of the individual, innate intelligence, physical skills, job training, experiences or experiential knowledge, long-term memories, available knowledge, mental abilities, genetics, developmental disabilities, developmental history, brain functionality, abnormal behavior, neurodegenerative diseases, cultural strengths and weaknesses, bad choices, government, the chosen behaviors or agency of the active child, their interests and preferences, their race, their home environment, their socioeconomic status, lack of schooling, poverty, and dozens of other factors that influence their IQ and their General Intelligence; but, all of these are sub-domains or sub-factors of the big three, which are BioPsychoSocial in nature and origin.
The purpose of this assignment was to discuss the most important components of intelligence and explain their relevance; and, I have now done so.
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What Has Been Experienced and Observed
Psyche or Non-Local Consciousness is experienced first-hand by Out-of-Body Explorers as an immaterial viewpoint in space. Whenever someone goes looking for their own Human Psyche while out-of-body on the astral plane, there’s nothing there to be found because they ARE their Psyche. Your spirit body and physical body don’t have experiences and don’t form memories of events while your Human Psyche is separated from them. It’s your Human Psyche who experiences events and then forms memories of those events – both at the quantum level and the physical level. This is what has been experienced.
Psyche is seen or observed by Out-of-Body Travelers as a pinpoint of light, a point particle of light, a spark of light, or a Photon. A Photon is one type of Psyche or Intelligence. This is what has been observed. Science is observation and experience. Remember, Photons are Psyches or Intelligences; and, Photons have already been experienced and observed on BOTH sides of the veil – both on the spiritual side and the physical side. Furthermore, each massless quantum particle or massless elementary particle that is discovered ACTS like a Photon and is therefore also a type of Psyche or Intelligence. Remember, ONLY Psyche or Intelligence can do command, control, and choice.
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Source
The Ultimate Model of Reality: Psyche Is the Ultimate Cause
https://www.amazon.com/dp/B071NC9JK6