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Metacognition, Theory of Mind, and Self-Control: The Relevance of High-Level Cognitive Processes in Development, Neuroscience, and Education
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Sodian, Beate; Frith, Uta – Mind, Brain, and Education, 2008
The cognitive control of behavior is critical for success in school. The emergence of self-control in development has been linked to the ability to represent one's own and others' mental states (theory of mind and metacognition). Despite rapid progress in exploring the neural correlates of both mind reading and executive function in recent years,…
Descriptors: Metacognition, Cognitive Development, Self Control, Academic Achievement