Doll play prompts social thinking and social talking: Representations of internal state language in the brain

• Published in: Developmental science Vol. 25; no. 2; pp. e13163 - n/a
• Main Authors: Hashmi, Salim, Vanderwert, Ross E., Paine, Amy L., Gerson, Sarah A.
• Format: Journal Article
• Language: English
• Published: England Wiley 01.03.2022; Wiley Subscription Services, Inc
• Subjects: Brain; Brain - physiology; Brain Mapping; Brain research; Child; Child Development; Child Language; Child, Preschool; Children; Cognition; Cognitive Processes; Dolls; Emotions - physiology; Empathy; functional near‐infrared spectroscopy; Handheld Devices; Humans; Imagination; Infrared spectroscopy; internal state language; Interpersonal Competence; Language; Perspective Taking; posterior superior temporal sulcus; Skill Development; Social Cognition; social understanding; Superior temporal sulcus; Tablets; Toys; play; posterior superior temporal sulcus; functional near-infrared spectroscopy; internal state language; social understanding
• ISSN: 1363-755X; 1467-7687; 1467-7687
• DOI: 10.1111/desc.13163

Doll play provides opportunities for children to practice social skills by creating imaginary worlds, taking others’ perspectives, and talking about others’ internal states. Previous research using functional near‐infrared spectroscopy (fNIRS) found a region over the posterior superior temporal sulcus (pSTS) was more active during solo doll play than solo tablet play, implying that doll play might present opportunities for rehearsing theory of mind and empathy skills, even when playing alone. In this research, we addressed this more directly by investigating 4–8‐year‐old children's (N = 33) use of internal state language (ISL; i.e., references to emotions, desires, and cognitions) when playing with dolls and on tablets, both by themselves and with a social partner, and their associated brain activity in the pSTS using fNIRS. We found that children used more ISL about others when playing with dolls than when playing on tablets, particularly when they were playing alone. This mirrored the patterns seen in pSTS activity in previous research. When individual variability in ISL about others was considered, more ISL about others was linked to stronger pSTS activation. Thus, variability in pSTS activity during play is not about the perceptual or physical differences between toys (e.g., dolls are more human‐like) but about what children think about when they engage in different kinds of play. This is the first research to investigate brain activity during spontaneously occurring ISL and indicates that children have a tendency to take and discuss others’ perspectives during doll play, with implications for social processing in the brain. A video of this article can be viewed at https://youtu.be/58HgxbuhBzU.