The tulip touch Essay Example for Free

The tulip touch Essay The 168 page book called The Tulip Touch by Annie Fine, quoted the book with the fiery eye and the secret message on the cover is about a teenage girl who lives inside a large hotel called the palace. After constantly staying at the hotel Natalie become bored, and with her mum busily running the hotel Natalie and her dad went for a walk by the farm which is where they met Tulip, who from that moment on became Natalies friend. At the beginning of their friendship Tulip almost never arrived at school and Natalie was left to drift around the playground aimlessly with out any friends hoping Tulip would show up. To make it even worse Natalie was not allowed to find Tulip after school for reasons she didnt understand. When they were together they went and did everything, always finding something fun and new to do. Later, when Tulip finally decided to regularly attend school Natalie become worried about her obnoxious behavior in class as she always managed to find some way to be sent outside into the hallway. Natalie didnt know why she did, but Tulip seemed to enjoy it whether she was scaring the staff half to death, refusing to work or even spoiling all the fun actives like the ropes and field trips. Natalie felt very undecided and confused with her parents decision of sending her to Heathcote and on the days just before the deadline she felt like a bird on an extremely hot wire, every few minutes she expected to hear her dad say well Heathcote it is and then to see him send off the note. Soon Natalie had become so influenced by Tulip that she too had become bad in and out of school, finding harder and harder ways to get into trouble, even going as far as conning their way into other peoples houses. As the flames of the chicken shed leapt higher and higher Natalie was suddenly pulled down into a ditch by Tulip as she heard the fire sirens, and then suddenly out of the whirl of confusion everything just clicked into place. For those were the moments that their friendship died. After the friendship died, Tulips behavior continued to quickly decline whether she was scratching the paint off the walls in the bathrooms or teasing the parents of a dead girl, she just kept getting worse. Tulips very last, very worst game of all was when she torched down the hotel the palace using petrol and paraffin. Tulip had chosen a night when everyone was all together singing and dancing, so that no-one would notice a dark figure running around outside. Natalie feels sorry and guilty for Tulip because she has a wonderful hotel to stay in and great parents to take care of her while Tulip lives in a dump with horrible parents who dont care for her. I think the message of the book is that no-one is born evil and that there is a reason for their behavior, for Tulip it was her parents and overall home life. I enjoyed the touch Tulip always added to her lies for example the lie was: the army is using the farm for training, and the touch she added was: when I get home they are letting me drive a tank. I learnt that there are some bad people in the world who may have had extremely sad lives and that all of us, like Natalie, can choose good or evil. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Symbols and Symbolism Essay - Role of Symbolism in The Great Gatsby :: Great Gatsby Essays

The Crucial Role of Symbolism in The Great Gatsby The critic Harold Bloom once wrote, "Never has symbolism played such a crucial part in the very foundation of a novel as it does in Scott Fitzgerald's masterpiece, The Great Gatsby." The dictionary defines the word symbolism as, "The practice of representing things by means of symbols or of attributing symbolic meanings or significance to objects, events, or relationships." The novel takes place during the summer of 1922, in Long Island and New York City. Daisy and Tom introduce Nick to Jordan Baker, a beautiful female golfer who cheats at the game; Nick and she begin a relationship. Not long after they meet, Nick travels to New York City with Tom and Myrtle. Gatsby asks to speak to Jordan alone, and, through Jordan, Nick later learns more about his mysterious neighbor. Gatsby's extravagant lifestyle and wild parties are simply an attempt to impress Daisy. After an awkward reunion, Gatsby and Daisy restore their connection. Tom soon grows suspicious of his wife's relation ship with Gatsby. Daisy realizes that her marriage is to Tom, and Tom sends her back to East Egg with Gatsby, attempting to prove that Gatsby cannot hurt him. When Nick, Jordan, and Tom drive through the valley of ashes, however, they discover that Gatsby's car has hit and killed Myrtle, Tom's lover. They rush back to Long Island, where Nick learns from Gatsby that Daisy was driving the car when it struck Myrtle, but that Gatsby intends to take the blame. The next day, Tom tells Myrtle's husband, George, that Gatsby was the driver of the car. George then goes to find Gatsby; he finds him at his mansion and shoots him. An excellent example of symbolism in The Great Gatsby can be found in many places including, the ash heap, Gatsby's silk shirts, the green light, The Eyes of Doctor T. J. Eckleburg, and Gatsby's library. The eyes of Doctor T. J. Eckleburg are a pair of fading, "bespectacled" eyes painted on an old advertising billboard over the valley of ashes, "But above the grey land and the spasms of bleak dust which drift endlessly over it, you perceive, after a moment the eyes of Doctor T.

Golding’s representation of the deaths of Simon and Piggy Essay

How is language used to describe events? Discuss the link between these sections and characterisation of the two boys earlier in the novel. From the beginning the reader can tell that Simon and Piggy are set apart from the rest of the boys. Both their psychical and mental attitude to living on the island is different to the other boys on the island. It is ironic that all the children will physical defects die. The first death is of the littelun with the birthmark. Later Simon and Piggy die, all three of these characters have defects, Simon is epileptic and Piggy is asthmatic, overweight and wears glasses. This makes the characters seem unique or it could also simply mean that they were not strong enough to survive on the island. However their characters make them see more special rather than weak. It is also ironic that Piggy, the one with the most deficiencies dies the most violently. The first time we meet Simon, he is in his choir robes. He faints on the beach because of the heat and Jack mocks him. We know he is delicate. He has epilepsy. We find out about Simon’s appearance, which also highlights Simon’s characteristics: â€Å"He was a skinny, vivid little boy, with a glance coming up from under a hut of straight hair that hung down, black and course† He is helpful and works for the good of others; he is the only one to stick with Ralph to make the shelters. He is kind to the littluns and finds fruit for them. The others recognise he is ‘different’ to them in some way. Ralph frowned. ‘He’s queer. He’s funny.’ Piggy says He’s cracked. He has a secret place in a clearing full of flowers and butterflies and is sufficiently at one with the jungle to walk in it alone at night. He is at one with nature and he has no fear. He seems able to prophesy – he is the first to suggest as if it wasn’t a good island and he tells Ralph, You’ll get back to where you came from. He is the most perceptive about the beast. He says maybe there is a beast: â€Å"What I mean is†¦ maybe it’s only us†. He is the only one to see that the problems on the island stem from the boys’ relationships with each other, not from an outside force. Yet no understands what he’s trying to say. When the Lord of the Flies ‘speaks’ to him this idea is reiterated: the voice in Simon’s head says: â€Å"Fancy thinking the Beast was something you could hunt and kill!†¦ You knew, didn’t you? I’m part of you?† He is killed just as he is about to reveal the truth. It is ironic that he is the only one who finds out that the ‘beast’ was a dead parachutist, but is denied passing on the message because the groups of boys think, in their frenzy, he is the beast. Nature cares for Simon’s body in death just as it had in life. â€Å"The waves turned the corpse gently in the water. †¦ Softly, surrounded by a fringe of bright inquisitive creatures, itself a silver shape beneath the steadfast constellations, Simon’s dead body moved out towards the open sea.† â€Å"Piggy was an outsider, not only by accent, which did not matter, but by fat, and ass-mar, and specs, and a certain disinclination to manual labour.† Piggy has physical disadvantages because he is fat and asthmatic and is short sighted. Without his glasses, everything becomes a blur. He is very intelligent – in Chp.1 it is his idea to make a list of names and it is he who realises that no adult knows the boys are on the island. Later he suggests making sundial and hats. Ralph recognises Piggy could think†¦ Piggy, for all his ludicrous body, had brains. However, he does not speak as grammatically accurately as the others: â€Å"How can you expect to be rescues if you don’t put first things first and act proper.† Perhaps this is to suggest he wasn’t as well educated as the others and that he is not from the right class of people to be a successful leader: at the time the novel was written, most power was still in the hands of the middle and upper classes. He is embarrassed by his nickname, and he behaves with dignity when Ralph betrays the name to the others. We never know his real name. He is kind and considerate to the littluns like Simon. He helps the boy with the birthmark talk about the ‘snake-thing’ and helps Percival talk about the beast. He is later often left to care for them when the others are exploring and hunting. He has the most mature attitude of any boy on the island. He scornfully sees the other boys: â€Å"Acting like a crowd of kids†. Piggy is pragmatic. When Simon dies, Piggy tries to convince Ralph there was nothing they could have done: â€Å"It was an accident†¦ and that’s that.† Like Ralph, he believes in civilised values and clings to what creates order: â€Å"I just take the conch to say this. I can’t see no more and I got to get my glasses back.† He shouts, â€Å"I got the conch† when they go to the fort to confront Jack, to try to show Jack that he has a right to be heard. Piggy and the conch are destroyed together by the rock Roger levers. Thus, intelligence and the symbol of authority are ‘dead’, so we know that there is nothing left to stop Jack gaining full control. At the end, Ralph mourns the fall through the air of the true, wise friend called Piggy. Simon and Piggy’s deaths have a lot to do with their personalities and their life on the island. Simon’s death is caused by the other boys getting out of control, ironically it’s the first time that Simon tries to communicate properly with the group but he still isn’t able to. Simon and Piggy’s death are very different. Simon, is killed as part of a ritual that the boys create in their frenzied dance, it’s not premeditated or planned in any way, but is committed as a group act when all the boys are in a weird sort of hypnotic state, in doing their dance, they have abandoned all sense of being civilised and human, and just gone along with their dark side. As Simon was closest to nature he is lucky enough to be spiritually taken away by the sea. At least before he dies he discovers the truth behind the island. With the death of Simon the boys are one step nearer to barbarity. The murder of Simon is particularly horrific because it involves all the other boys – they get caught up in the frenzied chant: â€Å"The crowd †¦ leapt onto the beast, screamed, struck, bit, tore.† Also, even Piggy and Ralph join in, so Golding is showing that the possibility of doing wrong when in a mob situation is not confined to the bad characters. It also helps continue the religious allegory in the book. Simon is often associated with Christ or a saint. He has come down from the mountain to bring good news, that they have nothing to fear. Like Christ and so many saints, though, he is not thanked or welcomed but killed for trying to help. Even though Simon’s death was quite brutal his body is carried away in a very spiritual and he appears like an angel: ‘Simon’s coarse hair with brightness’ Golding makes out that Simon is an angel and has a halo around his head. This again contributes to the religious allegory in the book. The world is also mentioned making Simon’s death seem something that has affected the whole world and not just something that can be limited to a group of savages. From the beginning of the chapter you can sense the atmosphere because the weather shows how the boys are feeling. The boys are ‘flinching’ and the term ‘stroke’ is used which shows that something violent is about to happens. The rain starts of very light but as they are killing Simon a storm breaks out signifying that they are releasing their anger. In a way Simon deserved his special ending because of the way he was being portrayed as the beast and the fact that they were calling Simon ‘it’. Simon’s death brings the chapter to a nice end and brings some significance to his death. Where as with Piggy his death is very short and is in the middle of the chapter and then pushed aside and then the rest of the story carries on without care. Piggy’s death is him fighting for what is right, but unfortunately he’s fighting savagery not rational human beings any more. The choir has turned into a bunch of painted ‘hunters’ who do exactly what Jack tells them. It is Roger who kills Piggy who is described as a ‘bag of fat’; just before the rock actually hits Piggy, though, Golding says he is ‘holding out the talisman, the fragile, shining beauty †¦ the shell’. This shows that Piggy is the guardian of the thing that the conch stands for, right, justice, freedom of speech and order. The actual description of Piggy’s head smashing on the square red rock is rather grotesque and gruesome and is seen very much as a child would describe it. His legs and arms twitch ‘like a pig’s after it has been killed.’ It is ironic that the conch should almost ‘die’ the same time that Piggy does. At this point all sense of control and civilised behavi our has been shattered. Piggy is killed partly because Roger realises he can hurt somebody; can exercise power over another living creature, without being punished for it. At the start of the novel Roger is throwing stones at some of the little ones. At that point he is still too conditioned by his past to actually throw to hit the children. By the end the restraints of civilisation have disappeared and he feels free to do as he likes. Piggy’s death is described in a child like manner where Golding uses words such as ‘stuff’ and this is ironic because Piggy was the most adult like on the island. Unlike Simon deaths Piggy’s is quick and graphical. Simon and Piggy’s death can also be similar because both of them didn’t have time to say what they wanted to: ‘Piggy, saying nothing, with no time for event a grunt†¦Ã¢â‚¬â„¢ Piggy tries to get the message across that the conch is still important and that rules are still important. Simon wanted to tell the truth about the beast about how they didn’t need to be scared anymore. Both of these were vital messages that could have saved the boys from their savage behavior and could have saved the lives of Simon and Piggy. The difference between Simon and Piggy’s death is that Simon’s death was seen as an accident that the whole group was responsible for whereas Piggy’s death was caused on purpose and was caused by one singled person, therefore making it seem worse out of the two.

Can children with autism develop a theory of mind (ToM) - Free Essay Example

Sample details Pages: 8 Words: 2318 Downloads: 8 Date added: 2017/06/26 Category People Essay Type Research paper Tags: Autism Essay Did you like this example? Introduction A Theory of Mind (ToM) can be defined as the way in which children aged 3-to-4 years begin to develop a theory about their own and other peoples mental states, which include beliefs, intentions, knowledge and desires (Baron-Cohen, 1995). It is argued that humans have an innate predisposition to make inferences about their own and other peoples behaviour in order to predict and understand behaviour and that these mental processes have evolved because of the generally social and co-operative nature of life (Baron-Cohen, 1995). Mitchell and Lewis (1994) further argue that humans frequently attempt to manipulate the behaviour of others and one way of achieving this to instil a false belief, which can be achieved through the use of deception. Don’t waste time! Our writers will create an original "Can children with autism develop a theory of mind (ToM)?" essay for you Create order The false belief task has become the classic test of determining whether young children have developed a ToM. However, research suggests that children with autistic spectrum disorders (ASD) are unable to develop a ToM as they have difficulty understanding the concept of a false belief. The following essay will explore research that has investigated children with ASD and the question of whether they are able to develop a ToM is supported or refuted. Methodology for Determining a ToM The methodology used to establish whether a ToM has developed during early childhood is known as a false belief task (FBT). To pass a FBT, children are required to give the correct answer about a belief held by another individual and the ability to do this occurs in typically developing children at about the age of 4 years. There have been a number of variations of the FBT which follow a similar format involving young children demonstrating an understanding that another person can have an incorrect belief in comparison to their own belief. Wimmer and Perner (1983) developed the classic FBT, the unexpected transfer task, in which children are asked to infer the beliefs of Maxi regarding his chocolate bar. Maxi (a doll or puppet) puts his chocolate in one cupboard and then goes out of the room. While he is away his mother moves the chocolate bar to a different cupboard and the children are asked which cupboard Maxi will go to for his chocolate when he returns.   The results sh owed that older children (92% aged 6- to 7-years) said that Maxi would look in the cupboard where he left his chocolate bar, whereas 58% of children aged 4- to 5-years said he would look in the cupboard that his mother had moved the chocolate bar to (Wimmer and Perner, 1983). Variations on the task include the Sally-Anne task developed by Baron-Cohen, Leslie, and Frith (1985) in which Sally hides her ball and, when she is not looking, Anne moves the ball to a basket. The children are asked where Sally will look for her ball and most children aged 4 understand Sally will have a false belief about where her ball is. Another FBT involves a deceptive box in which children are shown a box covered with pictures of Smarties. When the box is opened there are pencils inside, not Smarties. Children aged 40 months were asked what their friend would think was inside the box, 70% said pencils, whereas 50% of children who were almost 4 years old said Smarties (Perner, Leekham and Wimmer, 1987). T he findings from FBTs are consistent and appear to demonstrate that around the age of 4 years typically developing children go through a conceptual change in being able to articulate and form a representation theory of other peoples mental states (Surian and Leslie, 1999). However, according to Mitchell and Lewis (1994) the wording used in false belief tasks may lead to misunderstandings by typically developing children younger than 4-years. Other factors can also contribute to some children passing a FBT. Earlier ability, for example, language development, has been considered an important factor (Fisch, 2013) and those children with older siblings and children who participate in fantasy play (Wellman, 2014). Autistic Spectrum Disorder (ASD) The American Psychiatric Association, in its Diagnostic and Statistical Manual of Mental Disorders, 5th edition defines ASD as a condition where there are persistent deficits in social communication and social interaction this involves impairment in verbal and non-verbal communication together with repetitive and stereotypical patterns of behaviours and interests (DSM-V, APA, 2013, p.50). ASD is a spectrum disorder and can range from autism with severe impairments to Aspergers Syndrome which means the individual is high functioning and has a typical IQ (Adams, 2013). It is suggested by Senju, Southgate, White, and Frith (2009) that high functioning individuals with Aspergers Syndrome are more likely to develop a conceptual understanding of a ToM in comparison to those with classic autism. However, according to Wellman (2014) most adolescents and adults with ASD perform poorly on FBTs. Wellman (2014) argues that children with ASD have delayed cognitive abilities in areas such as language development and therefore this, together with their social impairments, prevent them from developing a ToM. Using an unexpected transfer FBT with children with ASD older than 4 years Baron-Cohen et al. (1985) found that they were not able to successfully complete the task. As children with ASD have several cognitive impairments it was proposed that the failure to pass the FBT may be related to learning difficulties. However, when the children with ASD were compared with a control group of typically developing children and a group of children with Downs syndrome, learning difficulties were not found to affect the successful performance for the children with Downs (Baron-Cohen et al.1985). Many other studies have found similar results with different groups of children compared to typically developing children that appears to suggest there is a cognitive impairment in children with ASD in developing a ToM (Baron-Cohen, 1995).   Surian and Leslie (1999) further suggest t hat the findings from these studies suggest there are specialised neurocognitive mechanisms that support the development of a ToM. Surian and Leslie (1999) used the Sally-Anne FBT and compared children and adolescents with ASD and mental ages of around 4-years, with a group of typically developing 3-year-old children. As predicted by Surian and Leslie, all the children in both groups failed to pass the FBT. However, even with instruction the children with ASD did not improve and remained unable to pass the FBT, although the 3-year old typically developing children showed improvement. The research identifies cognitive limitations in the typically developing children at age 3 which affects their performance, whereas the children with ASD appeared to be caused by a deeper meta-representational impairment (Surian and Leslie, 1999, p.141). The study shows that although both groups of children (those aged under 4 years and those with ASD) typically fail the FBT, the reasons for the fai lure are different. The 3-year old children could pass the FBT with prompts and guidance, however, this was not the case for the children with ASD.[AJ1] It is concluded by Surian and Leslie (1999, p.153) that typically developing 3-year-old children have intact conceptual competence and limited processing capabilities, whereas children with autism have sufficient processing resources but limited conceptual competence. Children with ASD may respond more successfully to a FBT if other mediums such as drawing are used. In a study that compared typically developing children (aged 4-years) with a group of children who had learnt signing language late in childhood and a group of children with ASD (aged 6-to-13 years), a standard FBT and a drawing FBT were used (Peterson, 2002). It was found that the late signing children and the children with ASD had lower scores than the typically developing children in the standard FBT. However, in the drawing FBT the late signing children and the ch ildren with ASD had higher scores than the typically developing children. The findings suggest that children with ASD (as well as the late signing children) have some understanding of the conceptual nature of an FBT but appear to be unable to express it in a standard, verbal way. The study supports the role of language in the development of a ToM as the profoundly deaf children who had not learnt signing until relatively late, had a three-year delay in developing a ToM (Peterson, 2002). It is also suggested by Peterson (2002, p.1457) that drawing may be a better way for children with ASD to communicate as they may have difficulties recognising a link between what people say and what they think because their minds are organised in a more pictorial manner around visual images. Neurological Evidence regarding the ToM Fisch (2013) argues that technological developments in neuroimaging appear to suggest that a neurocognitive explanation is more appropriate than other explanations for the social and cognitive impairment in ASD. This perspective is supported by Wellman (2014) who reports that when neuroimaging techniques are used the medial prefrontal cortex and right temporoparietal junction are the predominant areas activated during ToM tasks such as social reasoning (Wellman, 2014). In a longitudinal study undertaken over a 5-year period by White, Frith, Rellecke, Al Noor and Gilbert (2014) typically developing children were compared with children with ASD. Using functional magnetic resonance imaging (fMRI) atypical activity was found in the children with ASD and that there is a neurophysiological abnormality that persists despite improvements over time, despite individual differences in performance, and is present even in mildly impaired ASD adolescents (White et al. 2014, p.23). Can a ToM be Taught? Evidence from the research undertaken by Surian and Leslie (1999) and discussed previously appears to suggest that despite prompts and guidance, passing an FBT did not improve in children with ASD. Swettenham (1996) attempted to teach a ToM using a computerised version of the Sally-Anne task which may be more appropriate for children with ASD. This is because children with ASD have problems communicating with other people and respond well to computers as there is no social interactions involved and they can work at their own pace. In the study there were three groups; children with ASD (mean age 10-years), typically developing children (mean age 3.5-years) and children with Downs syndrome (mean age 11-years). It was found that all three groups passed the Sally-Anne task after instruction. However, although the typically developing children and the children with Downs syndrome were able to generalise the finding to other similar tasks, this was not the case for the children with ASD . Swettenham (1996) suggests that the children with ASD developed a different type of strategy in order to pass the task but did not have any understanding of the conceptual principles of the FBT. However, Begeer et al. (2011) also investigated the effectiveness of ToM training children with autism using a randomised controlled trial in which children with 40 high functioning ASD children with normal intelligence levels, aged between 8- and 13-years who were compared with a control group of typically developing children. It was found that children with ASD improved in their conceptual ToM skills, but not in their understanding, self-reported empathic skills or parent-reported social behaviour. Conclusion There appears to be considerable evidence in the many studies undertaken in the 1980s and 1990s that suggest that children with ASD are unable to develop a ToM and do not understand that other people can hold a false belief. However, there appear to be some inconsistencies in the research, for example Peterson (2002) found that children with ASD were more successful passing an FBT using drawing rather than verbal responses. Swettenham (1996) [AJ2]however, found that while children with ASD could pass an FBT presented on a computer they were using a different type of strategy and there was little understanding of the conceptual principles of a ToM. Children with ASD, who experience language delay as well as social impairments may have greater difficulty understanding a FBT (Wellman, 2014). However, one problem with early research into ToM is the methodology used which relies heavily on just one indication of whether a child has acquired a ToM, which is the FBT, even though there are several variations of the task. More recent research has used neuroimaging techniques (e.g. White et al. 2014; Wellman, 2014) which appears to suggest damage to the areas involved in ToM activity. References Adams, M.P. (2013). Explaining the theory of mind deficit in autism spectrum disorder. Philosophical Studies, 163(1), 233-249 American Psychiatric Association, (APA, 2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-V fifth edition). Washington, DC: American Psychiatric Association. Baron-Cohen, S. (1995). Mindblindness: An Essay on Autism and Theory of Mind. Cambridge MA: MIT Press. Baron-Cohen, S., Leslie, and Frith, U. (1985). Does the Autistic child have a theory of mind? Cognition, 21, 37-46. Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E. and Boer, F. (2011). Theory of mind training in children with autism: a randomized controlled trial. Journal of Autism and Developmental Disorders 41, 997-1006. Fisch, G.S. (2013). Autism and Epistemology IV: Does autism need a theory of mind? American Journal of Medical Genetics, Part A, 161, 2464-2480 Mitchell, P. and Lewis C. (1994). Critical issues in childrens early understan ding of mind. In C. Lewis and P. Mitchell, (Eds), Childrens Early Understanding of Mind: Origins and Developments pp. 1-15, London: Psychology Press. Perner, J., Leekham, S.R. and Wimmer, H. (1987). Three-year-olds difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125-137. Peterson, C.C. (2002). Drawing insight from pictures: the development of concepts of false drawing and false beliefs in children with deafness, normal hearing and autism. Child Development 73(5), 1442-1459. Senju, A., Southgate, V., White, S., and Frith, U. (2009). Mindblind eyes: An absence of spontaneous theory of mind in Aspergers syndrome. Science, 325, 883à ¢Ã¢â€š ¬Ã¢â‚¬Å"885. Surian, L. and Leslie, A.M. (1999). Competence and performance in false belief understanding: A comparison of autistic and normal 3-year-old children. British Journal of Developmental Psychology, 17, 141à ¢Ã¢â€š ¬Ã¢â‚¬Å"155. Swettenham, J. (1996). Can childr en with autism be taught to understand false belief using computers? Journal of Child Psychology and Psychiatry, 37(2), 157-165. Wellman, H.M. (2014). Making Minds: How Theory of Mind Develops. Oxford: Oxford University Press White, S.J., Frith, U., Rellecke, J., Al-Noor, Z. and Gilbert, S.J.   (2014). Autistic adolescents show atypical activation of the brains mentalizing system even without a prior history of mentalizing problems.   Neuropsychologia, 56, 17-25. Wimmer, H. and Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young childrens understanding of deception. Cognition, 13, 103-128.