Malle (2004) highlights the importance of TOM, beyond the ability to understand and predict mental states of oneself and others. His stance regarding this school of thought is that “language acquisition itself appears to rely on theory of mind skills”. This argument is key in exemplifying why TOM needs to be present before any language acquisition can happen, and thus development of TOM precedes language.

Joint attention, as seen in table 1, refers to the ability to register the fact that the self and others are attending to the same object at the same time (Bruinsma et al,. 2004; Carpenter et al., 1998). Joint attention is the first aspect of TOM that is developed, when the child is between 6-12 months old. Past research has indicated the importance of joint attention in the development of TOM and the subsequent influence joint attention has on the ability for one to pick up language. The development of joint attention, would be essential for language acquisition especially in early word learning, grammatical development and referential communication.

Children suffering from autism have been known to suffer from deficits in joint attention, and that has resulted in difficulties in language learning and a subsequent deficit in their communicative abilities. In other children that may suffer from other mental handicap or general cognitive deficits, yet have a developed joint attention, they still manage to acquire language much better than children suffering from autism.