A Research about the Theory of Mind in Primary and Secondary Aging

The present study investigates the differences in theory of mind tasks based on cognitive functioning and the influence of status variables: age, gender and education. The sample recruited is composed of 280 subjects aged between 65 and 94. Participants are administered one test to investigate the cognitive functioning and one theory of mind task. Results show that the presence of cognitive impairment appears to increase the difficulty in theory of mind tasks. Also, the study explores how certain status variables affect the understanding of mental states in the sample with primary or physiological aging (206 subjects). In particular, success in the understanding of the theory of mind task undergoes a decline with increased aging. There is a significant correlation between performance and additional years of schooling. Theory of mind, however, is independent of the variable gender, men and women do not differ in their performance