Development of children’s knowledge about the mental world

By Jonathan Flavell. 2000

367 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/738f8e40eed5c56fc652dcd483182f8e465af471

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Theory of mind and self-concept in preadolescents : Links with gender and language (2000, background): “Even so, there exists very little research to date on how preadolescents' knowledge of the mental world is linked to their self-perceptions and self-knowledge (Flavell, 2000).”
Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary (2006, background): “As noted by Flavell (2000) , how and how often other people use their minds in similar situations is not of primary interest.”
“I Know, you Know”: Epistemic Egocentrism in Children and Adults (2003, neutral): “of other people’s beliefs and desires (Flavell, 2000).”
Theory-of-Mind Development: Retrospect and Prospect (2004, background): “Reviews of theory-of-mind development research include Baron-Cohen, TagerFlusberg, and Cohen (2000), Bartsch and Wellman (1995), Flavell (2000), Flavell and Miller (1998), Mitchell (1997), Repacholi and Slaughter (2003), and Wellman and Gelman (1998).”
Handbook of Metacognition in Education (2009, background): “It is less clear how these competencies develop; that is, what are the prerequisites for the knowledge and regulation of cognition and which environments and instruction can assist in their development? Investigation of the earliest stages of metacognition is known as the study of the theory of mind”
Does Discovery-Based Instruction Enhance Learning?. (2011, background): “This would seem to require learners to have considerable metacognitive skills, and it is unlikely that all learners, in particular children, would have such skills (Dewey, 1910; Flavell, 2000; Kuhn & Dean, 2004).”
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “If such processes can range from momentary, fluctuating experiences of uncertainty to fully conscious and verbally reported monitoring judgments (Flavell, 2000), then the difference between EF and MC in terms of monitoring is mainly theoretical—EF monitoring is more momentary and less explicit…”
Representing the Mental World in Children's Social Behavior: Playing Hide‐and‐Seek and Keeping a Secret (2003, background): “…hide-and-seek; keeping secrets Studies on children’s theory of mind (ToM) have focused not on young children’s social behavior, but on their social cognition, in particular their ability to attribute a false belief in an experimental paradigm (Flavell, 2000; Wellman, Cross, & Watson, 2001).”