Neural correlates of theory of mind reasoning in congenitally blind children

Vision is an important source of information about other minds for sighted children, especially prior to the onset of language. Visually observed actions, eye gaze, and facial expressions of others provide information about mental states, such as beliefs, desires, and emotions. Does such experience contribute causally to the development of cortical networks supporting social cognition? To address this question we compared functional development of brain regions supporting theory of mind (ToM), as well as behavioral ToM reasoning, across congenitally blind (n=17) and sighted (n=114) children and adolescents (4-17 years old). We find that blind children in this age range show slightly lower ToM behavioral performance relative to sighted children. Likewise, the functional profile of ToM brain regions is qualitatively similar, but quantitatively weaker in blind relative to sighted children. Alongside prior research, these data suggest that vision facilitates, but is not necessary for, ToM development.

Automated summary

Vision is an important source of information for sighted children, especially before language development, providing insight into mental states through observed actions, eye gaze, and facial expressions. However, research shows that blind children have slightly lower performance in theory of mind reasoning and weaker functional development in ToM brain regions compared to sighted children, suggesting that vision facilitates but is not essential for ToM development.