Gender Differences in the Relationship Between Young Children's Peer-Related Social Competence and Individual Differences in Theory of Mind.

GENDER DIFFERENCES IN THE RELATIONSHIP BETWEEN YOUNG CHILDREN'S PEER-RELATED SOCIAL COMPETENCE AND INDIVIDUAL DIFFERENCES IN THEORY OF MIND. Walker, S. The Journal of Genetic Psychology, 2005, 166(3), 297312. Studies indicate that important gender differences appear in the way very young children think about social problems and how they attempt to solve interpersonal conflicts. Children choose social goals and strategies based on the influence of information from their social environments. Thus, successful social relationships provide opportunities that are pivotal between one's thoughts and behavior. Children's peer relationships improve when they are able to accurately determine another person's social intentions and understand the relationships, actions, desires, and beliefs of others.

The present study explored three main issues: 1) the nature of individual differences in children's peer-related social behavior, 2) the individual differences in children's understanding of theory of mind, and 3) the relationship between the two variables. This relationship, however, differs for boys and girls. To measure theory of mind, several false-related tasks were given to a sample of approximately 110 three- to five-year-old children. Overall, girls were more competent in determining the intentions of others and generating effective solutions to social problems. They were also more intuitive than boys. Boys, on the other hand, were consistently more likely to engage in verbally aggressive or physically disruptive behavior. Additionally, both older boys and older girls displayed more pro-social behavior than did their younger counterparts.

Data results suggest the importance of gender as a social category. Gender may influence specific cognitive skills necessary for social competence among boys and girls as well as influence the social goals they select as important. The findings support the understanding of theory of mind in relation to the ability to understand false beliefs. Boys' social goals tended to be more related to dominance and linked to aggressive or disruptive behavior. Results indicated that interventions aimed at improving mental states may not decrease aggressive or disruptive behavior or increase pro-social behavior. Reviewed by Judy Rapp, 4th-grade teacher, Gwin Elementary School, Hoover, Alabama.