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Evaluate the theory of mind hypothesis and one other cognitive theory of autism (Weak
central coherence or Executive dysfunction) in relation to the three criteria for a good
theory (specificity, universality and uniqueness).
The theory of mind hypothesis (Baron-Cohen, Leslie & Frith, 1985; Rajendran & Mitchell,
2007) and the Weak Central Coherence theory of autism (Happe, 1999) are two of many
theories psychologists have proposed in attempt to accurately capture the disorder in the
most ‘specific’, ‘unique’ and ‘universal’ way. These three descriptors make up the necessary
criteria one must fulfil in order for their cognitive theory to be deemed “good”. Specificity
focuses on how well the features of autism are explained in the theory. Furthermore,
features of the cognitive theory must be unique to autism, rather than present in other
conditions. Finally, everybody with the disorder needs to display this difficulty, making the
theory universal.
In this essay, I attempt to evaluate these two theories of autism in relation to the criteria I
have described, concluding which I believe to be the better theory.
The “triad of impairment” that constitutes Autism spectrum disorder is made up of
impairments in socialisation, communication and imagination (American Psychiatric
Association, 1994; Wing and Gould, 1979).
In order to explain ASD I will briefly summarise this triad of impairments that underpin the
disorder and should provide a basis for most autism theories.
An impairment in socialisation might mean the individual might not display a typical level of
social attachment, meaning they might find difficulty in making friends, or appear more
, 4314752
independent as a young child. Furthermore, individuals are likely to struggle understand
others’ thoughts, emotions and feelings. Autistic individuals often display this through
visible behaviours such as irregular eye contact and failing to follow gaze.
More specifically, a difficulty in interpreting another person’s desire for affection is often
prevalent in autistic individuals. Individuals might express extremes of emotion such as
aggressive outbursts due to an inability to regulate their emotions and cope with change.
Undiagnosed autistic children are often labelled “disruptive and badly behaved” at school
because of this, as well as an inability to accept social rules.
Communication impairment is also a key part of autism. This can come in the forms of both
verbal and non-verbal communication. Non-verbal might include things like failing to
develop imitation skills, a lack of enthusiasm to partake in a conversation unless it involves
that person’s strong interests, or having difficulty reading facial expressions and body
language. On the other hand, verbal communication impairment can be pinpointed very
early on in development. By the age of two years, autistic individuals are unlikely to learn
more than just two words. Additionally, they may not respond to their name until a later
age than their typically developing peers. A key indicator is the unusual use of pronouns
autistic children might use, such as reversing ‘I’ with ‘you’ in a sentence. Autistic individuals
can rarely understand sarcasm and are far more likely to take things literally.
An impairment in imagination makes up the third facet of the impairment triad of autism.
This includes an inability to engage in pretend play as a young child due to lack of
imagination. Furthermore, there may be a noticeable resistance in autistic individuals to
Evaluate the theory of mind hypothesis and one other cognitive theory of autism (Weak
central coherence or Executive dysfunction) in relation to the three criteria for a good
theory (specificity, universality and uniqueness).
The theory of mind hypothesis (Baron-Cohen, Leslie & Frith, 1985; Rajendran & Mitchell,
2007) and the Weak Central Coherence theory of autism (Happe, 1999) are two of many
theories psychologists have proposed in attempt to accurately capture the disorder in the
most ‘specific’, ‘unique’ and ‘universal’ way. These three descriptors make up the necessary
criteria one must fulfil in order for their cognitive theory to be deemed “good”. Specificity
focuses on how well the features of autism are explained in the theory. Furthermore,
features of the cognitive theory must be unique to autism, rather than present in other
conditions. Finally, everybody with the disorder needs to display this difficulty, making the
theory universal.
In this essay, I attempt to evaluate these two theories of autism in relation to the criteria I
have described, concluding which I believe to be the better theory.
The “triad of impairment” that constitutes Autism spectrum disorder is made up of
impairments in socialisation, communication and imagination (American Psychiatric
Association, 1994; Wing and Gould, 1979).
In order to explain ASD I will briefly summarise this triad of impairments that underpin the
disorder and should provide a basis for most autism theories.
An impairment in socialisation might mean the individual might not display a typical level of
social attachment, meaning they might find difficulty in making friends, or appear more
, 4314752
independent as a young child. Furthermore, individuals are likely to struggle understand
others’ thoughts, emotions and feelings. Autistic individuals often display this through
visible behaviours such as irregular eye contact and failing to follow gaze.
More specifically, a difficulty in interpreting another person’s desire for affection is often
prevalent in autistic individuals. Individuals might express extremes of emotion such as
aggressive outbursts due to an inability to regulate their emotions and cope with change.
Undiagnosed autistic children are often labelled “disruptive and badly behaved” at school
because of this, as well as an inability to accept social rules.
Communication impairment is also a key part of autism. This can come in the forms of both
verbal and non-verbal communication. Non-verbal might include things like failing to
develop imitation skills, a lack of enthusiasm to partake in a conversation unless it involves
that person’s strong interests, or having difficulty reading facial expressions and body
language. On the other hand, verbal communication impairment can be pinpointed very
early on in development. By the age of two years, autistic individuals are unlikely to learn
more than just two words. Additionally, they may not respond to their name until a later
age than their typically developing peers. A key indicator is the unusual use of pronouns
autistic children might use, such as reversing ‘I’ with ‘you’ in a sentence. Autistic individuals
can rarely understand sarcasm and are far more likely to take things literally.
An impairment in imagination makes up the third facet of the impairment triad of autism.
This includes an inability to engage in pretend play as a young child due to lack of
imagination. Furthermore, there may be a noticeable resistance in autistic individuals to
