NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1073405
Record Type: Journal
Publication Date: 2015
Pages: 28
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-1524-8372
Longitudinal Relations between Theory of Mind and Metacognition and the Impact of Language
Ebert, Susanne
Journal of Cognition and Development, v16 n4 p559-586 2015
This study investigated the longitudinal relation between children's theory of mind and their metacognitive knowledge with a special focus on the impact of language on this relation. Measures of theory-of-mind understanding and metamemory knowledge were assessed in 133 3-year-old children at 4 measurement points separated by half-year intervals. Results revealed a somewhat more pronounced effect of children's early theory of mind on the change in metamemory knowledge than vice versa. This effect was almost independent of the time period under investigation as well as of earlier language and nonverbal competencies and socioeconomic status. Early language competencies had a direct impact on theory-of-mind and metamemory development and moreover indirectly affected metamemory development through children's theory of mind. The results of the study suggest that children's abilities to metarepresent together with their early language competencies are important in the acquisition of metamemory knowledge.
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Identifiers - Assessments and Surveys: Kaufman Assessment Battery for Children; Peabody Picture Vocabulary Test