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Godfrey M, Casnar C, Stolz E, Ailion A, Moore T, Gioia G. [Formula: see text] A review of procedural and declarative metamemory development across childhood. Child Neuropsychol 2023; 29:183-212. [PMID: 35343879 DOI: 10.1080/09297049.2022.2055751] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
Metamemory is a component of metacognition that includes both the knowledge of factors that affect memory (i.e. declarative metamemory) and knowledge and application of factors in one's own learning and recall performance (i.e. procedural metamemory). The current paper aims to provide a comprehensive review of studies examining metamemory ability development from preschool into adolescence in order to improve the understanding of metamemory, its developmental course, and the available assessment methods. We examined the developmental trajectory of procedural and declarative metamemory abilities for both typically developing children and clinical populations. We found procedural metamemory abilities emerge around 4 to 5 years old, and significantly improve across childhood and into adulthood, although less is known about metamemory development across adolescence in typically developing children. Additionally, metamemory abilities vary significantly based on clinical pathology, although relatively fewer studies have examined these abilities in children with neurodevelopmental disorders or other neurologic conditions, such as acquired brain injury. The methods of metamemory assessment varied significantly across studies as well, indicating a need for a standardized metamemory measure, which would have high utility for clinical care.
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Affiliation(s)
- Mary Godfrey
- Division of Neuropsychology, Children's National Hospital, Washington, DC, USA
| | - Christy Casnar
- Division of Neuropsychology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Erin Stolz
- Division of Neuropsychology, Children's National Hospital, Washington, DC, USA
| | - Alyssa Ailion
- Department of Neurology and Psychiatry, Boston Children's Hospital, Boston, MA, USA.,Department of Psychiatry, Harvard Medical School, Boston, MA, USA
| | - Trey Moore
- Department of Neurology and Psychiatry, Boston Children's Hospital, Boston, MA, USA
| | - Gerard Gioia
- Division of Neuropsychology, Children's National Hospital, Washington, DC, USA
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2
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Li Z, Dai W, Jia N. The difference between metacognition and mindreading: Evidence from functional near-infrared spectroscopy. Front Psychol 2022; 13:1037085. [DOI: 10.3389/fpsyg.2022.1037085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Accepted: 10/10/2022] [Indexed: 11/13/2022] Open
Abstract
The relationship between metacognition and mindreading was investigated by examining how well one can monitor their own learning (Self) compared to another person’s learning (Other). Here, we used functional near-infrared spectroscopy (fNIRS) to systematically investigate the brain area activation during metacognition and mindreading. The evidence indicated that metacognition and mindreading are underpinned by distinct neural systems. Metacognition is associated with activation in brain regions important for memory retrieval, such as the fusiform gyrus, while mindreading is associated with activation in brain regions important for understanding and reasoning about others’ intentions, such as the right temporoparietal junction (rTPJ).
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Smogorzewska J, Szumski G, Bosacki S, Grygiel P. Just listen to your mind: Consequences of theory of mind development for deaf or hard-of-hearing children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 127:104261. [PMID: 35623207 DOI: 10.1016/j.ridd.2022.104261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2021] [Revised: 04/29/2022] [Accepted: 05/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Previous research reveals relations between theory of mind (ToM) and cognitive outcomes, but mostly among typically developing children. AIM To study these relations in children with developmental difficulties, this longitudinal study investigated the cognitive consequences of ToM in deaf or hard-of-hearing (DHH) children. METHODS AND PROCEDURES One hundred and thirty-four (X = 9.2 years) participants were assessed in three waves, i.e., one wave every ten months. The participants completed the ToM scale, language and literacy skills (LLS) tests, the academic self-concept in language (ASC-L) questionnaire, and the sensitivity to criticism measure. OUTCOMES AND RESULTS The results revealed that high levels of children's ToM ability predicted higher levels of LLS 20 months later. Mediators of this association were sensitivity to criticism and ASC-L. Controlling for LLS at T1, ASC-L at T2 mediated the relations between ToM and LLS at T3. Moreover, sensitivity to criticism predicted ASC-L, and sensitivity to criticism and ASC-L mediated the relation between ToM and LLS at T3. That is, children who were sensitive to criticism and held positive views of their academic self were also better skilled in ToM and in LLS. CONCLUSIONS AND IMPLICATIONS Our results can help improve the education of DHH students.
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Affiliation(s)
- Joanna Smogorzewska
- University of Warsaw, Faculty of Education, Mokotowska 16/20, 00-561 Warsaw, Poland.
| | - Grzegorz Szumski
- University of Warsaw, Faculty of Education, Mokotowska 16/20, 00-561 Warsaw, Poland.
| | - Sandra Bosacki
- Brock University, Faculty of Education, 1812 Sir Isaac Brock Way, St. Catharines, ON, Canada.
| | - Paweł Grygiel
- Jagiellonian University, Faculty of Philosophy, Golebia 24, 31-007 Cracow, Poland.
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Lecce S, Ronchi L, Devine RT. Mind what teacher says: Teachers’ propensity for mental‐state language and children's theory of mind in middle childhood. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12552] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioral Science University of Pavia Pavia Italy
| | - Luca Ronchi
- Department of Brain and Behavioral Science University of Pavia Pavia Italy
| | - Rory T. Devine
- School of Psychology University of Birmingham Birmingham UK
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Neitzel I, Penke M. Theory of Mind in children and adolescents with Down syndrome. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 113:103945. [PMID: 33862539 DOI: 10.1016/j.ridd.2021.103945] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 03/18/2021] [Accepted: 03/23/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION To date, the evidence regarding False Belief (FB) abilities in individuals with Down syndrome (DS) has been both sparse and contradictory. Our study is the first systematic investigation targeting the relation between FB, mental age (MA), syntactic abilities (SA) and verbal short-term memory (VSTM) in individuals with DS so far. METHOD 27 German-speaking children/adolescents with DS (aged 10;0-20;1 years) completed a location-change FB-task and four standardized measures assessing nonverbal intelligence & MA, VSTM, receptive and productive SA. RESULTS 37.5 % (n = 9) of our participants passed the FB-task, whereas 62.5 % (n = 15) did not answer the target question correctly. While no significant differences emerged for MA and language abilities in individuals who passed and those who failed FB-testing, VSTM came out as a significantly associated factor for FB-performance in a median split analysis of raw-scores. DISCUSSION The results suggest that a substantial proportion of individuals with DS is impaired in FB-understanding. In contrast to previous findings on children with developmental disorders such as autism, developmental language deficit or hearing impairment, general and specific SA related to sentence complementation turned out to be of limited relevance for FB-understanding in individuals with DS.
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Affiliation(s)
- Isabel Neitzel
- Department of Rehabilitation and Special Education, University of Cologne, Herbert-Lewin-Str. 10, Köln, 50931, Germany.
| | - Martina Penke
- Department of Rehabilitation and Special Education, University of Cologne, Herbert-Lewin-Str. 10, Köln, 50931, Germany.
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Bianco F, Lombardi E, Lecce S, Marchetti A, Massaro D, Valle A, Castelli I. Supporting Children’s Second-order Recursive Thinking and Advanced ToM Abilities: A Training Study. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1901712] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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Baer C, Malik P, Odic D. Are children's judgments of another's accuracy linked to their metacognitive confidence judgments? METACOGNITION AND LEARNING 2021; 16:485-516. [PMID: 34720771 PMCID: PMC8550463 DOI: 10.1007/s11409-021-09263-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 03/07/2021] [Indexed: 06/13/2023]
Abstract
The world can be a confusing place, which leads to a significant challenge: how do we figure out what is true? To accomplish this, children possess two relevant skills: reasoning about the likelihood of their own accuracy (metacognitive confidence) and reasoning about the likelihood of others' accuracy (mindreading). Guided by Signal Detection Theory and Simulation Theory, we examine whether these two self- and other-oriented skills are one in the same, relying on a single cognitive process. Specifically, Signal Detection Theory proposes that confidence in a decision is purely derived from the imprecision of that decision, predicting a tight correlation between decision accuracy and confidence. Simulation Theory further proposes that children attribute their own cognitive experience to others when reasoning socially. Together, these theories predict that children's self and other reasoning should be highly correlated and dependent on decision accuracy. In four studies (N = 374), children aged 4-7 completed a confidence reasoning task and selective social learning task each designed to eliminate confounding language and response biases, enabling us to isolate the unique correlation between self and other reasoning. However, in three of the four studies, we did not find that individual differences on the two tasks correlated, nor that decision accuracy explained performance. These findings suggest self and other reasoning are either independent in childhood, or the result of a single process that operates differently for self and others. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11409-021-09263-x.
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Affiliation(s)
- Carolyn Baer
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4 Canada
- Department of Psychology, University of California, Berkeley, 2121 Berkeley Way West, Berkeley, CA 94720 USA
| | - Puja Malik
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4 Canada
| | - Darko Odic
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4 Canada
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Rosso AM, Riolfo A. A Further Look at Reading the Mind in the Eyes-Child Version: Association With Fluid Intelligence, Receptive Language, and Intergenerational Transmission in Typically Developing School-Aged Children. Front Psychol 2020; 11:586065. [PMID: 33365000 PMCID: PMC7750633 DOI: 10.3389/fpsyg.2020.586065] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Accepted: 11/16/2020] [Indexed: 12/19/2022] Open
Abstract
A number of tasks have been developed to measure the affective theory of mind (ToM), nevertheless, recent studies found that different affective ToM tasks do not correlate with each other, suggesting that further studies on affective ToM and its measurement are needed. More in-depth knowledge of the tools that are available to assess affective ToM is needed to decide which should be used in research and in clinical practice, and how to interpret results. The current study focuses on the Reading the Mind in the Eyes Test (RMET) primarily to investigate in a sample of 112 children the currently unexplored relationships in middle childhood between performance on the RMET and fluid intelligence. Relationships with receptive vocabulary, age, and sex were also investigated. Moreover, because studying the family's influence on children mentalization could have important implications in developing prevention and treatment interventions, this study offers a novel contribution to the field by exploring the family's influence on children's RMET performance. Although significant positive correlations were found among RMET-C performance, fluid intelligence, and receptive language, regression analysis revealed that fluid intelligence was the only predictor. No family influence was found on children's RMET performance. On the whole, results from the current study offer some support to the hypothesis that RMET-C is not a “pure” ToM task, specifically the effect of fluid intelligence on RMET performance should be taken into account when RMET is used both in research and in the clinical setting.
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Affiliation(s)
| | - Arianna Riolfo
- Department of Education, University of Genoa, Genoa, Italy
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Conscience and theory of mind in children aged 4 to 7 years. J Exp Child Psychol 2020; 203:105007. [PMID: 33259967 DOI: 10.1016/j.jecp.2020.105007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Revised: 07/16/2020] [Accepted: 09/13/2020] [Indexed: 10/22/2022]
Abstract
Associations between three dimensions of early conscience-moral reasoning, the capacity to experience guilt, and the moral self-and theory of mind (ToM) were examined in children aged 4-7 years (N = 80). Participants were administered a task assessing their understanding of the intentions and actions of a transgressor in situations entailing intentional and accidental wrongdoing, a moral self scale, and a battery of first-order and second-order false belief tasks. Children's capacity to experience guilt was measured via parent report. Expressive vocabulary was also measured. Repeated-measures analysis of covariance with ToM, age, and their interaction as covariates revealed that children who had higher ToM scores attributed more positive intentions to the accidental transgressor than to the intentional transgressor and judged the intentional transgressor's action as more wrongful than children who scored lower on these tasks. Ηierarchical regression analyses also indicated that a more advanced ToM performance predicted higher levels of guilt and the moral self after accounting for age and expressive vocabulary.
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Kloo D, Sodian B, Kristen-Antonow S, Kim S, Paulus M. Knowing minds: Linking early perspective taking and later metacognitive insight. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020; 39:39-53. [PMID: 33099788 DOI: 10.1111/bjdp.12359] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 10/03/2020] [Indexed: 12/26/2022]
Abstract
Recent metacognitive research using a partial knowledge task indicates that a firm understanding of 'knowing about knowing' develops surprisingly late, at around 6 years of age. To reveal the mechanisms subserving this development, the partial knowledge task was used in a longitudinal study with 67 children (33 girls) as an outcome measure at 5;9 (years;months). In addition, first- and second-order false belief was assessed at 4;2, 5;0, and 5;9. At 2;6, perspective taking and executive abilities were evaluated. Metacognition at 5;9 was correlated with earlier theory of mind and perspective taking - even when verbal intelligence and executive abilities were partialled out. This highlights the importance of perspective taking for the development of an understanding of one's own mind.
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Affiliation(s)
- Daniela Kloo
- Department of Developmental Psychology, Ludwig-Maximilian-University, Munich, Germany
| | - Beate Sodian
- Department of Developmental Psychology, Ludwig-Maximilian-University, Munich, Germany
| | | | - Sunae Kim
- Department of Developmental Psychology, Ludwig-Maximilian-University, Munich, Germany
| | - Markus Paulus
- Department of Developmental Psychology, Ludwig-Maximilian-University, Munich, Germany
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11
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Kim S, Sodian B, Paulus M, Senju A, Okuno A, Ueno M, Itakura S, Proust J. Metacognition and mindreading in young children: A cross-cultural study. Conscious Cogn 2020; 85:103017. [PMID: 32932099 DOI: 10.1016/j.concog.2020.103017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Revised: 08/27/2020] [Accepted: 08/31/2020] [Indexed: 10/23/2022]
Abstract
Prior studies document cross cultural variation in the developmental onset of mindreading. In particular, Japanese children are reported to pass a standard false belief task later than children from Western countries. By contrast, we know little about cross-cultural variation in young children's metacognitive abilities. Moreover, one prominent theoretical discussion in developmental psychology focuses on the relation between metacognition and mindreading. Here we investigated the relation between mindreading and metacognition (both implicit and explicit) by testing 4-year-old Japanese and German children. We found no difference in metacognition between the two cultural groups. By contrast, Japanese children showed lower performance than German children replicating cultural differences in mindreading. Finally, metacognition and mindreading were not related in either group. We discuss the findings in light of the existing theoretical accounts of the relation between metacognition and mindreading.
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Affiliation(s)
- Sunae Kim
- Eötvös Loránd University, Budapest, Hungary.
| | | | | | - Atsushi Senju
- Center for Brain and Cognitive Development, University of London, Birkbeck, UK
| | - Akiko Okuno
- Center for Baby Science, Doshisha University, Kyoto, Japan
| | - Mika Ueno
- Center for Baby Science, Doshisha University, Kyoto, Japan
| | - Shoji Itakura
- Center for Baby Science, Doshisha University, Kyoto, Japan
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12
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Filevich E, Forlim CG, Fehrman C, Forster C, Paulus M, Shing YL, Kühn S. I know that I know nothing: Cortical thickness and functional connectivity underlying meta-ignorance ability in pre-schoolers. Dev Cogn Neurosci 2019; 41:100738. [PMID: 31790955 PMCID: PMC6994539 DOI: 10.1016/j.dcn.2019.100738] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2019] [Revised: 07/11/2019] [Accepted: 11/20/2019] [Indexed: 01/22/2023] Open
Abstract
Metacognition plays a pivotal role in human development. The ability to realize that we do not know something, or meta-ignorance, emerges after approximately five years of age. We sought for the brain systems that underlie the developmental emergence of this ability in a preschool sample. Twenty-four children aged between five and six years answered questions under three conditions. In the critical partial knowledge condition, an experimenter first showed two toys to a child, then announced that she would place one of them in a box, out of sight from the child. The experimenter then asked the child whether she knew which toy was in the box. Children who gave consistently correct answers to this question (n = 9) showed greater cortical thickness in a cluster within left medial orbitofrontal cortex than children who did not (n = 15). Further, seed-based functional connectivity analyses of the brain during resting state revealed that this region is functionally connected to the medial orbitofrontal gyrus, posterior cingulate gyrus and precuneus, and mid- and inferior temporal gyri. This finding suggests that the default mode network, critically through its prefrontal regions, supports introspective processing. It leads to the emergence of metacognitive monitoring allowing children to explicitly report their own ignorance.
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Affiliation(s)
- Elisa Filevich
- Center for Lifespan Psychology, Max Planck Institute for Human Development, Berlin, Lentzeallee 94, 14195, Berlin, Germany; Department of Psychology, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099 Berlin, Germany; Bernstein Center for Computational Neuroscience, Phillipstraße 13 Haus 6, 10115 Berlin, Germany; Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Luisenstraße 56, 10115, Berlin, Germany.
| | - Caroline Garcia Forlim
- Klinik und Poliklinik für Psychiatrie und Psychotherapie, Universitätsklinikum Hamburg-Eppendorf. Martinistraße 52, 20246, Hamburg, Germany.
| | - Carmen Fehrman
- Faculty of Psychology and Neuroscience, Maastricht University, Universiteitssingel 40, 6229 ER, Maastricht, the Netherlands.
| | - Carina Forster
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Luisenstraße 56, 10115, Berlin, Germany.
| | - Markus Paulus
- Department of Psychology, Ludwig-Maximilians-Universität München, Munich, Germany.
| | - Yee Lee Shing
- Center for Lifespan Psychology, Max Planck Institute for Human Development, Berlin, Lentzeallee 94, 14195, Berlin, Germany; Institute of Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany.
| | - Simone Kühn
- Center for Lifespan Psychology, Max Planck Institute for Human Development, Berlin, Lentzeallee 94, 14195, Berlin, Germany; Klinik und Poliklinik für Psychiatrie und Psychotherapie, Universitätsklinikum Hamburg-Eppendorf. Martinistraße 52, 20246, Hamburg, Germany.
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Conte E, Ornaghi V, Grazzani I, Pepe A, Cavioni V. Emotion Knowledge, Theory of Mind, and Language in Young Children: Testing a Comprehensive Conceptual Model. Front Psychol 2019; 10:2144. [PMID: 31607984 PMCID: PMC6761293 DOI: 10.3389/fpsyg.2019.02144] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2019] [Accepted: 09/05/2019] [Indexed: 11/13/2022] Open
Abstract
Numerous studies suggest that both emotion knowledge and language abilities are powerfully related to young children's theory of mind. Nonetheless, the magnitude and direction of the associations between language, emotion knowledge, and theory-of-mind performance in the first years of life are still debated. Hence, the aim of this study was to assess the direct effects of emotion knowledge and language on theory-of-mind scores in 2- and 3-year-old children. A sample of 139 children, aged between 24 and 47 months (M = 35.5 months; SD = 6.73), were directly administered measures of emotion knowledge, theory of mind, and language. We conducted structural equation modeling (SEM) to evaluate the effects of these variables within a single comprehensive framework, while also controlling for any effects of age and gender. The proposed structural equation model provided an excellent fit for the data, indicating that both children's emotion knowledge, and their language ability had direct positive effects on theory of mind scores. In addition, age was found to wield statistically significant effects on all the variables under study, whereas gender was not significantly associated with any of them. These findings suggest the importance of fostering young children's emotion knowledge and language ability with a view to enhancing their comprehension of mental states.
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Affiliation(s)
- Elisabetta Conte
- "R. Massa" Department of Human Sciences for Education, University of Milano - Bicocca, Milan, Italy
| | - Veronica Ornaghi
- "R. Massa" Department of Human Sciences for Education, University of Milano - Bicocca, Milan, Italy
| | - Ilaria Grazzani
- "R. Massa" Department of Human Sciences for Education, University of Milano - Bicocca, Milan, Italy
| | - Alessandro Pepe
- "R. Massa" Department of Human Sciences for Education, University of Milano - Bicocca, Milan, Italy
| | - Valeria Cavioni
- "R. Massa" Department of Human Sciences for Education, University of Milano - Bicocca, Milan, Italy
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Lecce S, Bianco F. The role of false-belief understanding in preschoolers’ development of metamemory: A training study. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1080/17405629.2018.1496908] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioral Science, University of Pavia, Italy
| | - Federica Bianco
- Department of Brain and Behavioral Science, University of Pavia, Italy
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Affiliation(s)
- Henry M. Wellman
- Department of Psychology, University of Michigan , Ann Arbor, MI, USA
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Wade M, Jenkins JM, Venkadasalam VP, Binnoon-Erez N, Ganea PA. The role of maternal responsiveness and linguistic input in pre-academic skill development: A longitudinal analysis of pathways. COGNITIVE DEVELOPMENT 2018. [DOI: 10.1016/j.cogdev.2018.01.005] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Rollo D, Longobardi E, Spataro P, Sulla F. The Construction of Self in Relationships: Narratives and References to Mental States during Picture-Book Reading Interactions between Mothers and Children. Front Psychol 2017; 8:2060. [PMID: 29234293 PMCID: PMC5712376 DOI: 10.3389/fpsyg.2017.02060] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2017] [Accepted: 11/13/2017] [Indexed: 11/13/2022] Open
Abstract
Previous studies showed that mothers vary in the way in which they discuss past experiences with their children, since they can exhibit narrative (elaborative) or paradigmatic (repetitive) styles to different extents. Given this background, the aim of the present study was to analyze differences in the mothers' use of narrative styles and mental state language (MSL), as a function of children's age and gender. Thirty dyads consisting of mothers and their 4- to 6-year-old children were observed during a picture-book reading interaction. Maternal utterances were coded according to the categories described by Tessler and Nelson (1994), classifying each mother as Narrative or Paradigmatic. Eight categories of MSL were analyzed: perceptual, emotional (positive and negative), volitional, cognitive, communicative, and moral. The results confirmed the existence of the two maternal styles observed in the earlier studies. Importantly, we found that the mothers of younger children were more narrative than paradigmatic, whereas the opposite pattern occurred for the mothers of older children (they were more paradigmatic than narrative). As concerns MSL, the results indicated that the use of communicative terms was significantly more frequent for narrative than for paradigmatic mothers, and decreased linearly with children's age. Lastly, the mothers of younger children referred their MSL more frequently to the book characters than to themselves or to the child. Taken together, these results support the idea that mothers adapt their narrative styles and MSL input to the growing abilities of their children, therefore contributing to the development of social understanding.
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Affiliation(s)
- Dolores Rollo
- Department of Medicine and Surgery, University of Parma, Parma, Italy
| | - Emiddia Longobardi
- Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Rome, Italy
| | - Pietro Spataro
- Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Rome, Italy
| | - Francesco Sulla
- Department of Medicine and Surgery, University of Parma, Parma, Italy
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The role of declarative and procedural metamemory in event-based prospective memory in school-aged children. J Exp Child Psychol 2017; 166:17-33. [PMID: 28858667 DOI: 10.1016/j.jecp.2017.08.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2016] [Revised: 07/26/2017] [Accepted: 08/07/2017] [Indexed: 11/20/2022]
Abstract
Prospective memory (PM) develops considerably during the primary school years (7 or 8years of age). Developmental changes have been mainly related to executive functions, although it has been recently suggested that PM would also potentially benefit from metamemory (MM). To date, only procedural MM, operationalized as performance predictions, has been investigated in relation to PM, whereas declarative MM has remained unexplored. Adults' performance has been shown to improve with predictions, but only in a resource-demanding (i.e., categorical) PM task rather than a more automatic (i.e., specific) one. The aim of the current investigation was to study whether PM performance of 7-year-old children (N=59) would benefit from performance predictions. Thus, half of the children predicted their performance and half of them received standard instructions for two PM tasks: one including categorical PM targets and one including specific ones. To investigate the processes underlying the retrieval of PM targets and the effect of predictions, we obtained measures for declarative MM, inhibitory control, and working memory (WM). Results revealed that children benefitted from performance predictions in the categorical PM task but not in the specific one. This advantage caused slower ongoing task response times, suggesting that strategic monitoring processes were enhanced. Moreover, PM performance was related to WM capacity and declarative MM. However, declarative MM mainly predicted PM advantage in the prediction group, showing that children with high MM knowledge benefitted especially from performance predictions. These findings are the first showing the important relation among procedural MM, declarative MM, and PM in school-aged children.
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Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. DEVELOPMENTAL REVIEW 2017. [DOI: 10.1016/j.dr.2017.04.001] [Citation(s) in RCA: 156] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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Spataro P, Rossi-Arnaud C, Longobardi E. Are belief-based justifications associated with metalinguistic awareness? A cross-sectional study in school-age children. INFANT AND CHILD DEVELOPMENT 2017. [DOI: 10.1002/icd.2048] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Pietro Spataro
- Department of Dynamic and Clinical Psychology; University Sapienza of Rome; Rome Italy
| | | | - Emiddia Longobardi
- Department of Dynamic and Clinical Psychology; University Sapienza of Rome; Rome Italy
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Lockl K, Ebert S, Weinert S. Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2016.11.007] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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YANAOKA K, KOYASU M. YOUNG CHILDREN’S UNDERSTANDING OF THE GENERALITY OF THEIR KINDERGARTEN SCRIPT: EFFECTS OF THEORY OF MIND. PSYCHOLOGIA 2015. [DOI: 10.2117/psysoc.2015.202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Lecce S, Bianco F, Demicheli P, Cavallini E. Training preschoolers on first-order false belief understanding: transfer on advanced ToM skills and metamemory. Child Dev 2014; 85:2404-18. [PMID: 25040788 DOI: 10.1111/cdev.12267] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
This study investigated the relation between theory of mind (ToM) and metamemory knowledge using a training methodology. Sixty-two 4- to 5-year-old children were recruited and randomly assigned to one of two training conditions: A first-order false belief (ToM) and a control condition. Intervention and control groups were equivalent at pretest for age, parents' education, verbal ability, inhibition, and ToM. Results showed that after the intervention children in the ToM group improved in their first-order false belief understanding significantly more than children in the control condition. Crucially, the positive effect of the ToM intervention was stable over 2 months and generalized to more complex ToM tasks and metamemory.
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