Development of meta-representations: Procedural metacognition and the relationship to Theory of Mind

Feurer, Emanuel; Sassu, Raluca; Cimeli, Patrizia; Roebers, Claudia M. (2015). Development of meta-representations: Procedural metacognition and the relationship to Theory of Mind. Journal of Educational and Developmental Psychology, 5(1), pp. 6-18. Canadian Center of Science and Education 10.5539/jedp.v5n1p6

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In several studies it was shown that metacognitive ability is crucial for children and their success in school. Much less is known about the emergence of that ability and its relationship to other meta-representations like Theory of Mind competencies. In the past years, a growing literature has suggested that metacognition and Theory of Mind could theoretically be assumed to belong to the same developmental concept. Since then only a few studies showed empirically evidence that metacognition and Theory of Mind are related. But these studies focused on declarative metacognitive knowledge rather than on procedural metacognitive monitoring like in the present study: N = 159 children were first tested shortly before making the transition to school (aged between 5 1/2 and 7 1/2 years) and one year later at the end of their first grade. Analyses suggest that there is in fact a significant relation between early metacognitive monitoring skills (procedural metacognition) and later Theory of Mind competencies. Notably, language seems to play a crucial role in this relationship. Thus our results bring new insights in the research field of the development of meta-representation and support the view that metacognition and Theory of Mind are indeed interrelated, but the precise mechanisms yet remain unclear.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology

Graduate School:

Swiss Graduate School for Cognition, Learning and Memory (SGS-CLM)

UniBE Contributor:

Feurer, Emanuel; Cimeli, Patrizia and Roebers, Claudia

Subjects:

100 Philosophy > 150 Psychology

ISSN:

1927-0526

Publisher:

Canadian Center of Science and Education

Language:

English

Submitter:

Emanuel Feurer

Date Deposited:

22 Apr 2015 14:29

Last Modified:

30 Jul 2016 10:19

Publisher DOI:

10.5539/jedp.v5n1p6

BORIS DOI:

10.7892/boris.67765

URI:

https://boris.unibe.ch/id/eprint/67765

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