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Anna Shaw Sullivan - One of the best experts on this subject based on the ideXlab platform.
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the influence of active learning on the college student departure process toward a revision of tinto s Theory
The Journal of Higher Education, 2000Co-Authors: John M Braxton, Jeffrey F Milem, Anna Shaw SullivanAbstract:Toward a Revision of Tinto's Theory The Student Departure Problem Almost one-half of students entering two-year colleges and more than one-fourth (28.5%) of students entering four-year collegiate institutions leave at the end of their first year (Tinto, 1993). Such departure rates are vexing to both scholars and practitioners. Scholars seek explanations, whereas college and university administrators desire to manage their student enrollments by reducing such rates of departure. Although various theoretical perspectives--economic, organizational, psychological, societal--have been advanced to account for the phenomena of college student departure (Tinto, 1986; 1993), Tinto's interactionalist Theory of college student departure enjoys near-paradigmatic status, as indicated by more than 400 citations and 170 dissertations pertaining to this Theory (Braxton, Sullivan, & Johnson, 1997). Recently, Braxton, Sullivan, and Johnson (1997) empirically and conceptually assessed Tinto's Theory. Their assessment focused on the degree of support for the 13 primary propositions postulated in Tinto's 1975 foundational Theory. Empirical tests robustly support only 5 of the 13 primary propositions. However, 4 of these propositions are logically interrelated. Put in narrative form, these 4 propositions read: student entry characteristics affect the level of initial commitment to the institution. These student entry characteristics include family background characteristics (e.g., socioeconomic status, parental educational level), individual attributes (e.g., academic ability, race, and gender) and precollege schooling experiences (e.g., high-school academic achievement). The initial level of commitment to the institution influences the subsequent level of commitment to the institution. This subsequent level of institutional commitment is also positively affected by the extent of a student's integration into the social communities of the college. The greater the level of subsequent commitment to the institution, the greater the likelihood of student persistence in college. However, these empirically backed propositions leave social integration unexplained. Theory elaboration affords one approach to the development of explanations for social integration and the revision of Tinto's Theory. Theory elaboration entails the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomena (Braxton, Sullivan, & Johnson, 1997). Institutional type (Chapman & Pascarella, 1983), organizational attributes (Berger & Braxton, 1998; Braxton & Brier, 1989), motivations for attending college (Stage, 1989), financial aid (Cabrera, Nora, & Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, & Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem & Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts derived from other theoretical perspectives given empirical treatment to understand both social integration and student departure decisio ns. Various constructs may also be derived from a consideration of the role of the college classroom in the college student departure process in general and the identification of forces that influence social integration in particular. Tinto (1997) contends that if social integration is to occur, it must occur in the classroom (p. 599), because the classroom functions as a gateway for student involvement in the academic and social communities of a college (Tinto, Goodsell, & Russo, 1993). Thus, the college classroom constitutes one possible source of influence on social integration, subsequent institutional commitment, and college departure. Recently, scholars have begun to recognize the role of the classroom in the college student departure process. Specifically, the direct influence of classroom-based academic experiences of students on their withdrawal decisions (Nora, Cabrera, Hagedorn, & Pascarella, 1996), the relationship between social integration (sense of belonging) and the discussion of course content with other students outside of class (Hurtado & Carter (1997), and the role of cooperative learning in the college student departure process (Tinto, 1997) have received empirical treatment. …
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the influence of active learning on the college student departure process toward a revision of tinto s Theory
The Journal of Higher Education, 2000Co-Authors: John M Braxton, Jeffrey F Milem, Anna Shaw SullivanAbstract:Toward a Revision of Tinto's Theory The Student Departure Problem Almost one-half of students entering two-year colleges and more than one-fourth (28.5%) of students entering four-year collegiate institutions leave at the end of their first year (Tinto, 1993). Such departure rates are vexing to both scholars and practitioners. Scholars seek explanations, whereas college and university administrators desire to manage their student enrollments by reducing such rates of departure. Although various theoretical perspectives--economic, organizational, psychological, societal--have been advanced to account for the phenomena of college student departure (Tinto, 1986; 1993), Tinto's interactionalist Theory of college student departure enjoys near-paradigmatic status, as indicated by more than 400 citations and 170 dissertations pertaining to this Theory (Braxton, Sullivan, & Johnson, 1997). Recently, Braxton, Sullivan, and Johnson (1997) empirically and conceptually assessed Tinto's Theory. Their assessment focused on the degree of support for the 13 primary propositions postulated in Tinto's 1975 foundational Theory. Empirical tests robustly support only 5 of the 13 primary propositions. However, 4 of these propositions are logically interrelated. Put in narrative form, these 4 propositions read: student entry characteristics affect the level of initial commitment to the institution. These student entry characteristics include family background characteristics (e.g., socioeconomic status, parental educational level), individual attributes (e.g., academic ability, race, and gender) and precollege schooling experiences (e.g., high-school academic achievement). The initial level of commitment to the institution influences the subsequent level of commitment to the institution. This subsequent level of institutional commitment is also positively affected by the extent of a student's integration into the social communities of the college. The greater the level of subsequent commitment to the institution, the greater the likelihood of student persistence in college. However, these empirically backed propositions leave social integration unexplained. Theory elaboration affords one approach to the development of explanations for social integration and the revision of Tinto's Theory. Theory elaboration entails the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomena (Braxton, Sullivan, & Johnson, 1997). Institutional type (Chapman & Pascarella, 1983), organizational attributes (Berger & Braxton, 1998; Braxton & Brier, 1989), motivations for attending college (Stage, 1989), financial aid (Cabrera, Nora, & Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, & Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem & Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts derived from other theoretical perspectives given empirical treatment to understand both social integration and student departure decisio ns. Various constructs may also be derived from a consideration of the role of the college classroom in the college student departure process in general and the identification of forces that influence social integration in particular. Tinto (1997) contends that if social integration is to occur, it must occur in the classroom (p. 599), because the classroom functions as a gateway for student involvement in the academic and social communities of a college (Tinto, Goodsell, & Russo, 1993). Thus, the college classroom constitutes one possible source of influence on social integration, subsequent institutional commitment, and college departure. Recently, scholars have begun to recognize the role of the classroom in the college student departure process. Specifically, the direct influence of classroom-based academic experiences of students on their withdrawal decisions (Nora, Cabrera, Hagedorn, & Pascarella, 1996), the relationship between social integration (sense of belonging) and the discussion of course content with other students outside of class (Hurtado & Carter (1997), and the role of cooperative learning in the college student departure process (Tinto, 1997) have received empirical treatment. …
John M Braxton - One of the best experts on this subject based on the ideXlab platform.
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the influence of active learning on the college student departure process toward a revision of tinto s Theory
The Journal of Higher Education, 2000Co-Authors: John M Braxton, Jeffrey F Milem, Anna Shaw SullivanAbstract:Toward a Revision of Tinto's Theory The Student Departure Problem Almost one-half of students entering two-year colleges and more than one-fourth (28.5%) of students entering four-year collegiate institutions leave at the end of their first year (Tinto, 1993). Such departure rates are vexing to both scholars and practitioners. Scholars seek explanations, whereas college and university administrators desire to manage their student enrollments by reducing such rates of departure. Although various theoretical perspectives--economic, organizational, psychological, societal--have been advanced to account for the phenomena of college student departure (Tinto, 1986; 1993), Tinto's interactionalist Theory of college student departure enjoys near-paradigmatic status, as indicated by more than 400 citations and 170 dissertations pertaining to this Theory (Braxton, Sullivan, & Johnson, 1997). Recently, Braxton, Sullivan, and Johnson (1997) empirically and conceptually assessed Tinto's Theory. Their assessment focused on the degree of support for the 13 primary propositions postulated in Tinto's 1975 foundational Theory. Empirical tests robustly support only 5 of the 13 primary propositions. However, 4 of these propositions are logically interrelated. Put in narrative form, these 4 propositions read: student entry characteristics affect the level of initial commitment to the institution. These student entry characteristics include family background characteristics (e.g., socioeconomic status, parental educational level), individual attributes (e.g., academic ability, race, and gender) and precollege schooling experiences (e.g., high-school academic achievement). The initial level of commitment to the institution influences the subsequent level of commitment to the institution. This subsequent level of institutional commitment is also positively affected by the extent of a student's integration into the social communities of the college. The greater the level of subsequent commitment to the institution, the greater the likelihood of student persistence in college. However, these empirically backed propositions leave social integration unexplained. Theory elaboration affords one approach to the development of explanations for social integration and the revision of Tinto's Theory. Theory elaboration entails the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomena (Braxton, Sullivan, & Johnson, 1997). Institutional type (Chapman & Pascarella, 1983), organizational attributes (Berger & Braxton, 1998; Braxton & Brier, 1989), motivations for attending college (Stage, 1989), financial aid (Cabrera, Nora, & Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, & Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem & Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts derived from other theoretical perspectives given empirical treatment to understand both social integration and student departure decisio ns. Various constructs may also be derived from a consideration of the role of the college classroom in the college student departure process in general and the identification of forces that influence social integration in particular. Tinto (1997) contends that if social integration is to occur, it must occur in the classroom (p. 599), because the classroom functions as a gateway for student involvement in the academic and social communities of a college (Tinto, Goodsell, & Russo, 1993). Thus, the college classroom constitutes one possible source of influence on social integration, subsequent institutional commitment, and college departure. Recently, scholars have begun to recognize the role of the classroom in the college student departure process. Specifically, the direct influence of classroom-based academic experiences of students on their withdrawal decisions (Nora, Cabrera, Hagedorn, & Pascarella, 1996), the relationship between social integration (sense of belonging) and the discussion of course content with other students outside of class (Hurtado & Carter (1997), and the role of cooperative learning in the college student departure process (Tinto, 1997) have received empirical treatment. …
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the influence of active learning on the college student departure process toward a revision of tinto s Theory
The Journal of Higher Education, 2000Co-Authors: John M Braxton, Jeffrey F Milem, Anna Shaw SullivanAbstract:Toward a Revision of Tinto's Theory The Student Departure Problem Almost one-half of students entering two-year colleges and more than one-fourth (28.5%) of students entering four-year collegiate institutions leave at the end of their first year (Tinto, 1993). Such departure rates are vexing to both scholars and practitioners. Scholars seek explanations, whereas college and university administrators desire to manage their student enrollments by reducing such rates of departure. Although various theoretical perspectives--economic, organizational, psychological, societal--have been advanced to account for the phenomena of college student departure (Tinto, 1986; 1993), Tinto's interactionalist Theory of college student departure enjoys near-paradigmatic status, as indicated by more than 400 citations and 170 dissertations pertaining to this Theory (Braxton, Sullivan, & Johnson, 1997). Recently, Braxton, Sullivan, and Johnson (1997) empirically and conceptually assessed Tinto's Theory. Their assessment focused on the degree of support for the 13 primary propositions postulated in Tinto's 1975 foundational Theory. Empirical tests robustly support only 5 of the 13 primary propositions. However, 4 of these propositions are logically interrelated. Put in narrative form, these 4 propositions read: student entry characteristics affect the level of initial commitment to the institution. These student entry characteristics include family background characteristics (e.g., socioeconomic status, parental educational level), individual attributes (e.g., academic ability, race, and gender) and precollege schooling experiences (e.g., high-school academic achievement). The initial level of commitment to the institution influences the subsequent level of commitment to the institution. This subsequent level of institutional commitment is also positively affected by the extent of a student's integration into the social communities of the college. The greater the level of subsequent commitment to the institution, the greater the likelihood of student persistence in college. However, these empirically backed propositions leave social integration unexplained. Theory elaboration affords one approach to the development of explanations for social integration and the revision of Tinto's Theory. Theory elaboration entails the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomena (Braxton, Sullivan, & Johnson, 1997). Institutional type (Chapman & Pascarella, 1983), organizational attributes (Berger & Braxton, 1998; Braxton & Brier, 1989), motivations for attending college (Stage, 1989), financial aid (Cabrera, Nora, & Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, & Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem & Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts derived from other theoretical perspectives given empirical treatment to understand both social integration and student departure decisio ns. Various constructs may also be derived from a consideration of the role of the college classroom in the college student departure process in general and the identification of forces that influence social integration in particular. Tinto (1997) contends that if social integration is to occur, it must occur in the classroom (p. 599), because the classroom functions as a gateway for student involvement in the academic and social communities of a college (Tinto, Goodsell, & Russo, 1993). Thus, the college classroom constitutes one possible source of influence on social integration, subsequent institutional commitment, and college departure. Recently, scholars have begun to recognize the role of the classroom in the college student departure process. Specifically, the direct influence of classroom-based academic experiences of students on their withdrawal decisions (Nora, Cabrera, Hagedorn, & Pascarella, 1996), the relationship between social integration (sense of belonging) and the discussion of course content with other students outside of class (Hurtado & Carter (1997), and the role of cooperative learning in the college student departure process (Tinto, 1997) have received empirical treatment. …
James L Mcclelland - One of the best experts on this subject based on the ideXlab platform.
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precis of semantic cognition a parallel distributed processing approach
Behavioral and Brain Sciences, 2008Co-Authors: Timothy T. Rogers, James L McclellandAbstract:In this precis of our recent book, Semantic Cognition: A Parallel Distributed Processing Approach (Rogers & McClelland 2004), we present a parallel distributed processing Theory of the acquisition, representation, and use of human semantic knowledge. The Theory proposes that semantic abilities arise from the flow of activation among simple, neuron-like processing units, as governed by the strengths of interconnecting weights; and that acquisition of new semantic information involves the gradual adjustment of weights in the system in response to experience. These simple ideas explain a wide range of empirical phenomena from studies of categorization, lexical acquisition, and disordered semantic cognition. In this precis we focus on phenomena central to the reaction against similarity-based theories that arose in the 1980s and that subsequently motivated the "Theory-Theory" approach to semantic knowledge. Specifically, we consider (1) how concepts differentiate in early development, (2) why some groupings of items seem to form "good" or coherent categories while others do not, (3) why different properties seem central or important to different concepts, (4) why children and adults sometimes attest to beliefs that seem to contradict their direct experience, (5) how concepts reorganize between the ages of 4 and 10, and (6) the relationship between causal knowledge and semantic knowledge. The explanations our Theory offers for these phenomena are illustrated with reference to a simple feed- forward connectionist model. The relationships between this simple model, the broader Theory, and more general issues in cognitive science are discussed.
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Semantic Cognition: A Parallel Distributed Processing Approach
2004Co-Authors: Timothy T. Rogers, James L McclellandAbstract:This groundbreaking monograph offers a mechanistic Theory of the representation and use of semantic knowledge, integrating the strengths and overcoming many of the weaknesses of hierarchical, categorization-based approaches, similarity-based approaches, and the approach often called "Theory Theory." Building on earlier models by Geoffrey Hinton in the 1980s and David Rumelhart in the early 1990s, the authors propose that performance in semantic tasks arises through the propagation of graded signals in a system of interconnected processing units. The representations used in performing these tasks are patterns of activation across units, governed by weighted connections among them. Semantic knowledge is acquired through the gradual adjustment of the strengths of these connections in the course of day-to-day experience. The authors show how a simple computational model proposed by Rumelhart exhibits a progressive differentiation of conceptual knowledge, paralleling aspects of cognitive development seen in the work of Frank Keil and Jean Mandler. The authors extend the model to address aspects of conceptual knowledge acquisition in infancy, disintegration of conceptual knowledge in dementia, "basic-level" effects and their interaction with expertise, and many findings introduced to support the idea that semantic cognition is guided by naive, domain-specific theories.
Jeffrey F Milem - One of the best experts on this subject based on the ideXlab platform.
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the influence of active learning on the college student departure process toward a revision of tinto s Theory
The Journal of Higher Education, 2000Co-Authors: John M Braxton, Jeffrey F Milem, Anna Shaw SullivanAbstract:Toward a Revision of Tinto's Theory The Student Departure Problem Almost one-half of students entering two-year colleges and more than one-fourth (28.5%) of students entering four-year collegiate institutions leave at the end of their first year (Tinto, 1993). Such departure rates are vexing to both scholars and practitioners. Scholars seek explanations, whereas college and university administrators desire to manage their student enrollments by reducing such rates of departure. Although various theoretical perspectives--economic, organizational, psychological, societal--have been advanced to account for the phenomena of college student departure (Tinto, 1986; 1993), Tinto's interactionalist Theory of college student departure enjoys near-paradigmatic status, as indicated by more than 400 citations and 170 dissertations pertaining to this Theory (Braxton, Sullivan, & Johnson, 1997). Recently, Braxton, Sullivan, and Johnson (1997) empirically and conceptually assessed Tinto's Theory. Their assessment focused on the degree of support for the 13 primary propositions postulated in Tinto's 1975 foundational Theory. Empirical tests robustly support only 5 of the 13 primary propositions. However, 4 of these propositions are logically interrelated. Put in narrative form, these 4 propositions read: student entry characteristics affect the level of initial commitment to the institution. These student entry characteristics include family background characteristics (e.g., socioeconomic status, parental educational level), individual attributes (e.g., academic ability, race, and gender) and precollege schooling experiences (e.g., high-school academic achievement). The initial level of commitment to the institution influences the subsequent level of commitment to the institution. This subsequent level of institutional commitment is also positively affected by the extent of a student's integration into the social communities of the college. The greater the level of subsequent commitment to the institution, the greater the likelihood of student persistence in college. However, these empirically backed propositions leave social integration unexplained. Theory elaboration affords one approach to the development of explanations for social integration and the revision of Tinto's Theory. Theory elaboration entails the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomena (Braxton, Sullivan, & Johnson, 1997). Institutional type (Chapman & Pascarella, 1983), organizational attributes (Berger & Braxton, 1998; Braxton & Brier, 1989), motivations for attending college (Stage, 1989), financial aid (Cabrera, Nora, & Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, & Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem & Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts derived from other theoretical perspectives given empirical treatment to understand both social integration and student departure decisio ns. Various constructs may also be derived from a consideration of the role of the college classroom in the college student departure process in general and the identification of forces that influence social integration in particular. Tinto (1997) contends that if social integration is to occur, it must occur in the classroom (p. 599), because the classroom functions as a gateway for student involvement in the academic and social communities of a college (Tinto, Goodsell, & Russo, 1993). Thus, the college classroom constitutes one possible source of influence on social integration, subsequent institutional commitment, and college departure. Recently, scholars have begun to recognize the role of the classroom in the college student departure process. Specifically, the direct influence of classroom-based academic experiences of students on their withdrawal decisions (Nora, Cabrera, Hagedorn, & Pascarella, 1996), the relationship between social integration (sense of belonging) and the discussion of course content with other students outside of class (Hurtado & Carter (1997), and the role of cooperative learning in the college student departure process (Tinto, 1997) have received empirical treatment. …
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the influence of active learning on the college student departure process toward a revision of tinto s Theory
The Journal of Higher Education, 2000Co-Authors: John M Braxton, Jeffrey F Milem, Anna Shaw SullivanAbstract:Toward a Revision of Tinto's Theory The Student Departure Problem Almost one-half of students entering two-year colleges and more than one-fourth (28.5%) of students entering four-year collegiate institutions leave at the end of their first year (Tinto, 1993). Such departure rates are vexing to both scholars and practitioners. Scholars seek explanations, whereas college and university administrators desire to manage their student enrollments by reducing such rates of departure. Although various theoretical perspectives--economic, organizational, psychological, societal--have been advanced to account for the phenomena of college student departure (Tinto, 1986; 1993), Tinto's interactionalist Theory of college student departure enjoys near-paradigmatic status, as indicated by more than 400 citations and 170 dissertations pertaining to this Theory (Braxton, Sullivan, & Johnson, 1997). Recently, Braxton, Sullivan, and Johnson (1997) empirically and conceptually assessed Tinto's Theory. Their assessment focused on the degree of support for the 13 primary propositions postulated in Tinto's 1975 foundational Theory. Empirical tests robustly support only 5 of the 13 primary propositions. However, 4 of these propositions are logically interrelated. Put in narrative form, these 4 propositions read: student entry characteristics affect the level of initial commitment to the institution. These student entry characteristics include family background characteristics (e.g., socioeconomic status, parental educational level), individual attributes (e.g., academic ability, race, and gender) and precollege schooling experiences (e.g., high-school academic achievement). The initial level of commitment to the institution influences the subsequent level of commitment to the institution. This subsequent level of institutional commitment is also positively affected by the extent of a student's integration into the social communities of the college. The greater the level of subsequent commitment to the institution, the greater the likelihood of student persistence in college. However, these empirically backed propositions leave social integration unexplained. Theory elaboration affords one approach to the development of explanations for social integration and the revision of Tinto's Theory. Theory elaboration entails the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomena (Braxton, Sullivan, & Johnson, 1997). Institutional type (Chapman & Pascarella, 1983), organizational attributes (Berger & Braxton, 1998; Braxton & Brier, 1989), motivations for attending college (Stage, 1989), financial aid (Cabrera, Nora, & Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, & Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem & Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts derived from other theoretical perspectives given empirical treatment to understand both social integration and student departure decisio ns. Various constructs may also be derived from a consideration of the role of the college classroom in the college student departure process in general and the identification of forces that influence social integration in particular. Tinto (1997) contends that if social integration is to occur, it must occur in the classroom (p. 599), because the classroom functions as a gateway for student involvement in the academic and social communities of a college (Tinto, Goodsell, & Russo, 1993). Thus, the college classroom constitutes one possible source of influence on social integration, subsequent institutional commitment, and college departure. Recently, scholars have begun to recognize the role of the classroom in the college student departure process. Specifically, the direct influence of classroom-based academic experiences of students on their withdrawal decisions (Nora, Cabrera, Hagedorn, & Pascarella, 1996), the relationship between social integration (sense of belonging) and the discussion of course content with other students outside of class (Hurtado & Carter (1997), and the role of cooperative learning in the college student departure process (Tinto, 1997) have received empirical treatment. …
Erin E Hecht - One of the best experts on this subject based on the ideXlab platform.
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mirroring and mu rhythm involvement in social cognition are there dissociable subcomponents of Theory of mind
Biological Psychology, 2009Co-Authors: Jaime A Pineda, Erin E HechtAbstract:Abstract Tager-Flusberg and Sullivan [Tager-Flusberg, H., Sullivan, K., 2000. A componential view of Theory of mind: evidence from Williams syndrome. Cognition 76, 59–90] have argued for a distinction between the social-perceptive component of Theory of mind (ToM), involving judgment of mental state from facial and body expressions, and the social-cognitive component, which is representation-based and linked to language and Theory-building. This is analogous to the distinction made by others [Gallese, V., Keysers, C., Rizzolatti, G., 2004. A unifying view of the basis of social cognition. Trends in Cognitive Science 8, 396–403] between representing the mental state of another as if it was one's own (simulation Theory), which requires involvement of the mirror neuron system, and explicit or declarative reasoning about mental states (Theory Theory), which does not. This componential view of ToM was tested by examining mirroring, as indexed by EEG mu rhythm suppression, in subjects performing tasks assumed to tap both dimensions. Mu suppression was positively correlated with accuracy on the social-perceptual task but not in the social-cognitive task. In a ToM control task requiring judgments about person–object interactions accuracy was correlated with mu suppression. This implies that mirroring is involved in making judgments about emotions and person–object interactions. However, mirroring is insensitive to the distinction between correct and incorrect inferences in the social-cognitive task suggesting that additional mechanisms are needed to make mental attributions of beliefs and intentions. These results are consistent with a refined componential view of ToM.
