Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Metacognition | 6 |
| Task Analysis | 6 |
| Theory of Mind | 6 |
| Correlation | 5 |
| Foreign Countries | 4 |
| Verbal Ability | 4 |
| Intelligence Tests | 3 |
| Preschool Children | 3 |
| Children | 2 |
| Cognitive Ability | 2 |
| Cognitive Development | 2 |
| More ▼ | |
Source
| International Journal of… | 2 |
| Journal of Cognition and… | 2 |
| Cognitive Development | 1 |
| European Journal of… | 1 |
Author
| Bianco, Federica | 1 |
| Castelli, Ilaria | 1 |
| Christian Tarchi | 1 |
| Ebert, Susanne | 1 |
| Giulia Sanna | 1 |
| Grazzani, Ilaria | 1 |
| Kloo, Daniela | 1 |
| Kristen-Antonow, Susanne | 1 |
| Lecce, Serena | 1 |
| Lewis, Charlie | 1 |
| Lidia Casado-Ledesma | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Elementary Education | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Primary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 2 |
| Kaufman Assessment Battery… | 1 |
| Peabody Picture Vocabulary… | 1 |
| Wisconsin Card Sorting Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkChristian Tarchi; Lidia Casado-Ledesma; Giulia Sanna; Margherita Conti – European Journal of Psychology of Education, 2024
The demands of learning in the twenty-first century require being skilled in the use and comprehension of multiple documents. Some individual factors such as the metacognitive skill of theory of mind (ToM) are related to this ability. This study investigated the relationship between university students' ability to comprehend multiple documents,…
Descriptors: Theory of Mind, Protocol Analysis, Predictor Variables, Correlation
Osterhaus, Christopher; Kristen-Antonow, Susanne; Kloo, Daniela; Sodian, Beate – International Journal of Behavioral Development, 2022
First-order theory of mind (ToM) development has shown to conform to a Guttman scale, with desire reasoning developing before belief reasoning. There have been attempts to test for internal consistency and scalability in advanced ToM, but not over a broad age range and only with a limited set of tasks. This 2-year longitudinal study (N = 155;…
Descriptors: Theory of Mind, Preschool Children, Longitudinal Studies, Task Analysis
Nawaz, Sumbal; Lewis, Charlie – International Journal of Behavioral Development, 2018
Two studies are presented to examine whether and why 3-5-year-olds in Pakistan display limited social understanding. Study 1 tested 71 preschoolers on Lillard and Flavell's (1992) test of desires, pretence and beliefs, plus two false belief tasks, and showed very limited understanding across these measures even though almost half were over 5 years…
Descriptors: Parent Child Relationship, Correlation, Foreign Countries, Preschool Children
Bianco, Federica; Lombardi, Elisabetta; Lecce, Serena; Marchetti, Antonella; Massaro, Davide; Valle, Annalisa; Castelli, Ilaria – Journal of Cognition and Development, 2021
The present study evaluated: (1) the effects of two training programs designed for promoting Theory of Mind (ToM) skills in children aged 7/8; and (2) the relations between second-order recursive thinking (II-order-RT), advanced-ToM (Adv_ToM) and metacognition. Ninety-one 7- to 8-year-old children were assigned to one of three training conditions:…
Descriptors: Thinking Skills, Theory of Mind, Comparative Analysis, Teaching Methods
Grazzani, Ilaria; Ornaghi, Veronica – Cognitive Development, 2012
This study investigates the relationship between mental-state language and theory of mind in primary school children. The participants were 110 primary school students (mean age = 9 years and 7 months; SD = 12.7 months). They were evenly divided by gender and belonged to two age groups (8- and 10-year-olds). Linguistic, metacognitive and cognitive…
Descriptors: Theory of Mind, Verbal Ability, Cognitive Development, Primary Education
Ebert, Susanne – Journal of Cognition and Development, 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.…
Descriptors: Metacognition, Theory of Mind, Language Acquisition, Nonverbal Ability
