La comprensión infantil de la mente y su relación con el problema del rechazo entre iguales

Resumen

En este trabajo se revisa el paradigma de comprensión de la mente (o teoría de la mente), en relación a un problema con alta incidencia en el contexto escolar, el rechazo entre iguales. Se asume que la comprensión de la mente es una de las competencias necesarias para la comprensión socio-cognitiva y, en consecuencia, también resulta importante para la interacción social. En primer lugar, se analizan los modelos teóricos del rechazo entre iguales (modelo del déficit individual y modelo de contribución del grupo), y en segundo lugar, se revisan los correlatos del rechazo entre iguales (agresión, aislamiento, etc.). En ambos casos, se intenta establecer una serie de similitudes con los enfoques teóricos del paradigma de comprensión de la mente.

Abstract

In this review, the mind understanding (or theory of mind) paradigm is analysed in relation to a social problem with high prevalence in our schools, peer rejection. The main assumption is that mind understanding is a necessary competence for socio-cognitive understanding, and consequently, for social interaction. Firstly, some theoretical frameworks of peer rejection are reviewed, specifically those very close to mind understanding theories: deficits in processing social information and peer contribution. Secondly, some correlates of peer rejection are explored, such as: aggression, withdrawal, prosocial behaviour, low levels of intelligence, etc. In each case, close analogies are drawn to the case of mind understanding.

Extended Summary

In this study, we attempt to analyse the mind understanding paradigm in relation to a social problem with high prevalence in our schools, peer rejection. The main assumption is that mind understanding is necessary for social understanding, and consequently, for social interaction. The purpose of this review is to investigate whether, and how, social experiences within the peer system are linked to understanding the mind adopting a socio-cultural view of the development of theory of mind. Thus, a rich environment which provides positive social interactions may be a kind of training for the child trying to understand other people's minds. Analysing the specific case of peer rejected children, it is well known that this kind of child shows an important lack of positive interaction within the peer system, or a maladjusted interaction based on aggressive and withdrawn behaviour. Therefore, they cannot benefit from social interaction with peers in the same way that popular and average children do. Their social understanding is expected to be limited in some way.

Little research into children's theory of mind has focused on links with social deficits, with the exception of research into the rare condition of autism. However, other studies have analysed theory of mind in less severe and less rare social deficits, such as, children with conduct disorders or bullying at school. Although children with conduct disorders are not identical to children who bully others or to peer-rejected children, and although neither group is homogeneous, it seems quite logical to think about a relationship between theory of mind and social deficits. One of the questions that remains is the content of this relationship.

Theoretical models of peer rejection may help us find analogies with the mind understanding paradigm. For example, the model of the individual deficit of the peer rejected child in processing social information may be compared to the assumptions of the cognitive models of mind understanding, which are based on the cognitive deficit found in autistic children. However, the peer contribution model to peer rejection is close to socio-cultural tendencies of mind understanding. Therefore, not only the performance of peer rejected children's is analysed, but also peer processes that contribute to maintain that rejection.

In addition to peer rejection models, some correlates of this social problem are explored; such as, aggression, social withdrawal, prosocial behaviour, intelligence, self-concept, gender, etc. In each case, close analogies are drawn to understanding the mind. For example, with respect to gender, boys are traditionally overrepresented in the rejected category. This gender bias can be found in previous research of peer rejection, but also in the mind understanding literature. Women traditionally show greater understanding of white lies and other people's emotions. With regard to intelligence, further analogies can be found. It is well known that peer rejected children present low academic achievement, but it is also known that some teachers tend to identify children with low academic achievement as peer rejected children. Meanwhile, a strong correlation has been found between verbal and general intelligence and performance in mind understanding tasks. As we can see, mind understanding seems to be a necessary condition (though not enough) to enjoy an adaptive interaction with peers. The socio-cultural models of mind understanding may contribute partially to explain, from a different and new perspective, some traditional social problems, such as peer rejection at school.

Palabras clave:

• Comprensión de la mente
• rechazo entre iguales
• agresión
• aislamiento

Keywords:

• Mind understanding
• peer rejection
• aggression
• social withdrawal