The relation between theory of mind and rule use: evidence from persons with autism‐spectrum disorders
Why this work is in the frame
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Bibliographic record
Abstract
Abstract Cognitive complexity and control (CCC) theory, which is a theory of executive function and its development, provides a metric for comparing task demands across domains. This metric allowed us to examine the relation between theory of mind (ToM) and one aspect of executive function, rule use, in 22 individuals with autism‐spectrum disorders, including 12 severely impaired (VIQ⩽40; mean VMA=4.07 years; mean CA=17.47) and 10 mildly impaired (VIQ>40; mean VMA=6.15 years; mean CA=10.30) individuals. For severely impaired individuals, ToM performance was unrelated to rule use, r =−0.40, p >0.05). However, for mildly impaired individuals, the correlation between ToM and rule use was high, r =0.82, p <0.01). This latter finding challenges the hypothesis of a domain‐specific, ToM module, and suggests instead that poor performance on ToM tasks may be attributed to a more general difficulty using higher order rules to integrate 2 incompatible perspectives into a single system of inferences. Copyright © 2002 John Wiley & Sons, Ltd.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it