Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary

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Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “Further evidence suggests that parents’ metacognitive language is linked to their children’s use of mental verbs (e.g., guess, think, know, forget, believe, remember, wonder), which in turn positively influences children’s metacognitive knowledge (Lockl & Schneider, 2006).”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “* Silver, D., Hansen, M., Herman, J., Silk, Y., & Greenleaf, C. L. (2011). IES Integrated Learning Assessment Final Report. CRESST Report 788 (pp. 112112): National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mai”
A review of research on metacognition in science education: current and future directions (2013, background): “Studies by Schneider and his colleagues show that MK and MS of monitoring and control are already apparent in preschool children and develop steadily over the elementary school years (Lockl & Schneider, 2006; Schneider, 2008).”