This research investigates the relations between children's peer status and mind reading abilities in preadolescence. Based on sociometric methods(Coie & Dodge, 1983), 241 12-year-olds(1l5 girls; 126 boys; mean age 12-2) were divided into 5 groups: the popular, controversial, average, neglected and the rejected group. The mind reading abilities were measured by two kinds of tasks: the thoughts reading tasks and the emotions reading tasks. The theory of mind tasks such as Faux pas, white lie, and irony were used as the thoughts reading tasks. Reading the emotional states through eyes or facial expressions was used as the emotions reading tasks. Girls performed significantly better than boys on the thoughts reading and the emotions reading tasks. In the girls group, the thoughts reading and emotions reading scores differed among five peer status, but in the boys group the thoughts reading scores were not differed. However the mind reading scores which were the means of the thoughts reading and the emotions reading differed among peer status in both the girls and boys groups. More specifically, the mind reading performances of the popular group were higher than those of the rejected group. Overall, the results indicated that the popular children's mind reading abilities were higher than those of the rejected children. In addition, girls' mind reading abilities were higher than those boys. These findings suggest that the midreading abilities are important for the peer relations and higher in girls than in boys. These results support the Baron-Cohen(2003)'s arguments that girls have a better understanding of other people's mental states.
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