Representing the Mental World in Children's Social Behavior

Playing Hide‐and‐Seek and Keeping a Secret

Bibliographic Data

ID12686912
AuthorsJoan Peskin (0000-0003-1120-0393, University of Toronto, corresponding author), Vittoria Ardino (0000-0001-9044-1448, Università Cattolica del Sacro Cuore)
Year2003
Volume12
Issue4
Pages496-512
Publication date2003-10-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Development (JOURNAL)
Journal identifiersISSN: 1467-9507 • E-ISSN: 0961-205X
PublisherWiley (PUBLISHER • GB)
DOI10.1111/1467-9507.00245
OpenAlexW2106353198
LanguageEN
Citations received22
References cited40

This study examined the relationship between children's developing theory of mind and their ability to engage in two social behaviors which have, as their cognitive underpinning, the representation that what one knows may not be accessible to others. Children of 3, 4, and 5 years, in a quasi‐naturalistic setting, played hide‐and‐seek and also were required to keep a secret about a surprise. The ability to play hide‐and‐seek was significantly related to children's ability to refrain from disclosing the secret, and there was a significant relationship between these behaviors and children's social cognition, as measured by theory of mind tasks. The relationship between these social behaviors and tasks measuring executive function was not significant once age was taken into account. With regard to the development of these social behaviors, few 3‐year‐olds, but most 4‐year‐olds, and almost all 5‐year‐olds could successfully play hide‐and‐seek and keep a secret. This study demonstrates the importance of the conceptual understanding of mental states in the young child's social world

Cognition · Cognitive development · Developmental psychology · Mental representation · Social cognition · Surprise · Theory of mind · Child and Animal Learning Development · Early Childhood Education and Development · Neuroendocrine regulation and behavior · Psychology · Social Psychology

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