The Theory of Mind Atlas
Tiffany L. Hutchins & Patricia A. Prelock © 2016
All entries in the Theory of Mind Atlas (ToMA) were developed for use with the Theory of Mind Inventory-2 (ToMI-2) for the
purposes of explaining theory of mind in the conduct of research and clinical practice. This document may be downloaded,
adapted, and shared for professional purposes provided that the names and copyright appearing in this header are retained.
The Advanced Subscale
(Items 2, 5, 13, 14, 17, 18, 19, 20, 21, 22, 23,
27, 34, 36, 40, 41, 45, 46, 47, 52, 55, 56, 58)
Advanced Theory of Mind Competencies
Theory of Mind Inventory (ToMI) subscales were empirically determined through the use of
principle components analysis (for more information, see the Technical Manual for the Theory of Mind
Inventory-2). Recall that all ToMI-2 subscales are color coded: Early subscale data appear in light blue,
Basic subscale data appear in medium blue, and Advanced subscale data appear in dark blue. As
inspection of the figure below indicates, the mean score for items on the ToMI-2 Advanced subscale
achieve mastery1 at age 6 ½ - 7 years with development increasing through age 13-years which
constitutes the upper age extension for ToMI-2 norms. For this reason, the Advanced subscale
includes ToMI-2 items that are expected to be achieved in typical development between the
ages of 6 ½ - 13 years.
1
Our criterion for mastery of Early, Basic, and Advanced theory of mind competencies is a mean raw score of 15 which
corresponds to a caregiver’s endorsement that the theory of mind competency is “probably” present.
1
A Word about Development
It is important to note that different theory of mind domains have different developmental timetables
both across and within subscales. As such, the characterization that Advanced subscale items emerge between 6
½ and 13 years is a general one considering that some of the skills in this subscale are believed to emerge closer
to 6 ½ (e.g., second order false desire attribution) whereas others are believed to emerge closer to 13 (e.g.,
understanding mixed emotions). Information specifying more precise timing is offered in the Theory of Mind
Atlas in the form of evidence-based primers that describe each item tapped by the ToMI-2.
It is also true that theory of mind competencies (especially Basic and Advanced skills that tend to be
more dependent on learning and socialization) are most appropriately construed as continuous (as opposed to
discontinuous) in development. That is, theory of mind competencies are not ‘all-or-none’: it is not that an
individual possesses them fully or does not possess them at all. Rather, theory of mind development is best
understood as a continuous process where a particular competency undergoes early key developments followed
by later refinements in that understanding. These refinements might reflect maturation in executive function or
advancement in other areas of social cognition. They may also take the form of generalization of skills to a
broader range of social and situational contexts, increasing automaticity, or more efficient processing of social
information. It may also involve qualitative changes in the breadth or accuracy of information processing within
a particular theory of mind domain.
2