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Gender differences in the relationship between young children's peer-related social competence and individual differences in theory of mind
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In this article, the authors examined the relationship between theory-of-mind understanding and preschool-aged children's peer-related social competence and found that the theory of mind understanding significantly predicted aggressive or disruptive behavior for boys and prosocial behavior for girls.Abstract:
In this study, the author examined the relationship between theory-of-mind understanding and preschool-aged children's peer-related social competence. One hundred eleven 3- to 5-year-old children (48 boys, 63 girls) participated in 2 theory-of-mind tasks designed to assess their understanding of false belief. Teachers rated children's peer-related social behavior in terms of prosocial behavior, aggressive or disruptive behavior, and shy or withdrawn behavior. Results indicated that, after controlling for age, theory-of- mind understanding significantly predicted aggressive or disruptive behavior for boys and prosocial behavior for girls. Theory-of-mind understanding also was related to lower scores of shy or withdrawn behavior for boys. Results are discussed in terms of the gender differences in the factors contributing to early peer competence.read more
Citations
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Empathy: Gender effects in brain and behavior
Leonardo Christov-Moore,Elizabeth A. Simpson,Gino Coudé,Kristina Grigaityte,Marco Iacoboni,Pier Francesco Ferrari +5 more
TL;DR: Examinations of the neurobiological underpinnings of empathy reveal important quantitative gender differences in the basic networks involved in affective and cognitive forms of empathy, as well as a qualitative divergence between the sexes in how emotional information is integrated to support decision making processes.
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SOCIAL: an integrative framework for the development of social skills.
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Theory of mind and prosocial behavior in childhood: A meta-analytic review.
TL;DR: These findings provide the strongest evidence to date that being able to explicitly consider what other people are thinking and feeling is related to children's tendencies to act prosocially, although the magnitude of the association is relatively weak.
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Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors.
TL;DR: This study examined sources of variability in preschool children's positive and negative engagement with teachers, peers, and tasks, and how that variability was related to both classroom activity settings (e.g., teacher-structured time, outdoor time, transitions) and child factors (age, gender).
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Peer relations and the understanding of faux pas: longitudinal evidence for bidirectional associations.
TL;DR: The results support a bidirectional model suggesting that peer rejection may impair the acquisition of faux pas understanding, and also that, among older children, difficulties in understanding faux pas predict increased peer rejection.
References
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Applied Multivariate Statistics for the Social Sciences
Abstract: (2003). Applied Multivariate Statistics for the Social Sciences. The American Statistician: Vol. 57, No. 1, pp. 68-69.
Does the Autistic Child Have a''Theory of Mind''? Cognition
TL;DR: In this paper, a new model of metarepresentational development was used to predict a cognitive deficit in children with autism, which could explain a crucial component of the social impairment in childhood autism.
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Meta-analysis of theory-of-mind development: The truth about false belief.
TL;DR: A meta-analysis found that when organized into a systematic set of factors that vary across studies, false-belief results cluster systematically with the exception of only a few outliers, and is consistent with theoretical accounts that propose that understanding of belief, and, relatedly, understanding of mind, exhibit genuine conceptual change in the preschool years.
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Dimensions and types of social status: A cross-age perspective.
TL;DR: In this article, the sociometric status of children was conceptualized in terms of independent dimensions of social preference and social impact, and peer perceptual correlates of these dimensions were investigated with children in Grades 3, 5, and 8.
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Gender and relationships. A developmental account.
TL;DR: It is argued that behavioral differentiation of the sexes is minimal when children are observed or tested individually, and sex differences emerge primarily in social situations, and their nature varies with the gender composition of dyads and groups.