Why we think we can't dance: theory of mind and children's desire to perform.

Lan Nguyen Chaplin,Michael I Norton

doi:10.1111/cdev.12314

Abstract

Theory of mind (ToM) allows children to achieve success in the social world by understanding others' minds. A study with 3- to 12-year-olds, however, demonstrates that gains in ToM are linked to decreases in children's desire to engage in performative behaviors associated with health and well-being, such as singing and dancing. One hundred and fifty-nine middle-class children from diverse backgrounds in a Northeastern U.S. metropolitan area completed the study in 2011. The development of ToM is associated with decreases in self-esteem, which in turn predicts decreases in children's willingness to perform. This shift away from performance begins at age 4 (when ToM begins to develop), years before children enter puberty.

Highlights

Theory of mind (ToM) allows children to achieve success in the social world by understanding others’ minds
The overwhelming consensus is that ToM allows children to achieve success in the social world by interpreting human behavior and understanding cultural meanings and social norms (Bruner & Feldman, 1993; Gauvain, 1998), such that individuals with deficits in ToM have difficulty in social interaction and in determining the intentions of others (Baker, 2003; Frith, Happe, & Siddons, 1994)
Why do children avoid performing as they grow older? Our results support our account that ToM appears to equip children with the ability to predict that others may not view their performance as favorably as they do, which is associated with decreased self-esteem—and avoiding the spotlight

Summary

Introduction

Theory of mind (ToM) allows children to achieve success in the social world by understanding others’ minds. A study with 3- to 12-year-olds, demonstrates that gains in ToM are linked to decreases in children’s desire to engage in performative behaviors associated with health and well-being, such as singing and dancing. The development of ToM is associated with decreases in selfesteem, which in turn predicts decreases in children’s willingness to perform. This shift away from performance begins at age 4 (when ToM begins to develop), years before children enter puberty. Chaperoning a middle school dance—with girls and boys slouched against bleachers, refusing to dance despite booming music—inevitably leads adults to comment: “Why aren’t they dancing?” This refusal is notable because these same children, just a few years earlier, were prone to dance, sing, and more generally perform constantly—in school, at home, in the backseat of the car, and while watching television—with both relish and confidence in their abilities. The overwhelming consensus is that ToM allows children to achieve success in the social world by interpreting human behavior and understanding cultural meanings and social norms (Bruner & Feldman, 1993; Gauvain, 1998), such that individuals with deficits in ToM have difficulty in social interaction and in determining the intentions of others (Baker, 2003; Frith, Happe, & Siddons, 1994)

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Conclusion