Bibliography Metacognition

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Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis . Review of Educational Research , 65(3), 245–281.

Demetriou, A., & Kazi, S. (2001). Unity and modularity in the mind and the self: Studies on the relationships between self-awareness, personality, and intellectual development from childhood to adolescence . London, England:  Routledge.

Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation . European Psychologist , 13(4), 277–287.

Flavell, J. H. (1976). Metacognitive aspects of problem solving . In L.Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale, NJ: Lawrence Erlbaum.

Flavell, J. H. (1978). Metacognitive development . In J. M.Scandura & C. J.Brainerd (Eds.), Structural/ process theories of complex (pp. 213–245). Alphen a.d. Rijin, Netherlands: Sijthoff & Noorddhoff.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitivedevelopmental inquiry . American Psychologist , 34, 906–911.

Flavell, J. H. (1981). Cognitive monitoring . In W. P.Dickson (Ed.), Children’s oral communication skills (pp. 35–60). New York, NY: Academic Press.

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Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E.Weinert & R. H.Klue (Eds.), Metacognition, motivation and understanding . Hillsdale, NJ: Lawrence Erlbaum.

Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development , 24, 15–23.

Georghiades, P. (2004). From the general to the situated: Three decades of metacognition. International Journal of Science Education , 26(3), p. 365–383.

Kluwe, R. H. (1982). Cognitive knowledge and executive control: Metacognition . In D. R.Griffin (Ed.), Animal mind–human mind (pp. 201–224). New York, NY: SpringerVerlag.

McCaslin, M., & Good, T. (1996). Listening in classrooms . New York, NY:HarperCollins.

Papaleontiou-Louca, E. (2008). Metacognition and theory of mind . New Castle upon Tyne, England: Cambridge Scholars Press.

Perry, N., Phillips, L., & Hutchinson, L. (2006). Mentoring student teachers to support self-regulated learning . Elementary School Journal , 106(3), 237–254.

Rohrkemper, M., & Corno, L. (1988). Success and failure on classroom tasks: Adaptive learning and classroom teaching . Elementary School Journal , 88(3), 297–312.

Winne, P. (1995). Inherent details in self-regulated learning . Educational Psychologist, 30, 173–187.

Theory of Mind Bibliography

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Amsterlaw, J., & Wellman, H. M. (2006). Theories of mind in transition: A microgenetic study of the development of false belief understanding. Journal of Cognition and Development, 7, 139–172. doi: 10.1207/s15327647jcd0702_1

Astington, J. W. (2003). Sometimes necessary, never sufficient: False-belief understanding and social competence. In B. Repacholi & V. Slaughter (Eds.), Individual differences in theory of mind: Implications for typical and atypical development (pp. 13–38). Hove, England: Psychology Press.

Baillargeon, R., Scott, R. M., & He, Z. (2010). False-belief understanding in infants. Trends in Cognitive Sciences, 14, 110–118.

Bartsch, K., Wade, C. E., & Estes, D. (2011). Children’s attention to others’ beliefs during per- suasion: Improvised and selected arguments to puppets and people. Social Development, 20, 316–333. doi: 10.1111/j.1467-9507.2010.00580.x

Bender, P., Pons, F., Harris, P., & de Rosnay, M. (2011). Do young children misunderstand their own emotions? European Journal of Developmental Psychology, 8(3), 331-348. doi: 10.1080/17405629.2010.495615

Carpendale, J. I. M., & Lewis, C. (2004). Constructing an understanding of mind: The development of children’s social understanding within social interaction. Behavioral and Brain Sciences, 27, 79–151. doi: 10.1017/s0140525x04000032

Dunn, J., & Brophy, M. (2005). Communication, relationships, and individual differences in children’s understanding of mind. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 50–69). Oxford, England: Oxford University Press.

Flavell, J. H., Green, F. L., & Flavell, E. R. (1993). Children’s understanding of the stream of consciousness. Child Development, 64(2), 387–398. doi: 10.1111/j.1467-8624.1993.tb02916.x

Harris , P. L. ( 2008). Children’s understanding of emotion. In M. Lewis , J. M. Haviland-Jones , & L. Barrett (Eds.), Handbook of emotions (3rd ed., pp. 320–331). Oxford, UK: Oxford University Press.

Miller, S. A. (2000). Children’s understanding of preexisting differences in knowledge and belief. Developmental Review, 20, 227–282. http://doi:10.1006/drev.1999.0501

Miller, S. A. (2009). Children’s understanding of second-order mental states. Psychological Bulletin, 135, 749–773. http://doi:10.1037/a0016854

Miller, S. A., Hardin, C. A., & Montgomery, D. E. (2003). Young children’s understanding of the conditions for knowledge acquisition. Journal of Cognition and Development, 4, 325–356.  http://doi:10.1207/S15327647JCD0403_05

Miller, S. A., Holmes, H. A., Gitten, J., & Danbury, J. (1997). Children’s understanding of false beliefs that result from developmental misconceptions. Cognitive Development,12, 21–51. doi: 10.1016/S0885-2014(97)90029-0

Milligan, K., Wilde Astington, J. & Dack, L.A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2),622–646.

Misailidi, P. (2006). Young children’s display rule knowledge: Understanding the distinction between apparent and real emotions and the motives underlying the use of display rules. Social Behavior and Personality: An International Journal, 34(10), 1285-1296. http://doi:10.2224/sbp.2006.34.10.1285

Misailidi, P. (2021). Understanding cognitive mental states and emotions in early childhood: Dissociation and interconnectedness. In D. Moraitou & P. Metallidou (Eds.), Trends and prospects in metacognition research across the life span. A tribute to Anastasia Efklides (pp. 211-228). Springer.

Misailidi, P. (2010). Children’s metacognition and theory of mind: Bridging the gap. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 279 – 292). Springer.

Misailidi, P., & Tsiara, E. (2021). Conscience and theory of mind in children aged 4 to 7 years. Journal of Experimental Child Psychology, 203.  https://doi.org/10.1016/j.jecp.2020.105007

Papaleontiou-Louca, E. (2008). Metacognition and theory of mind. Cambridge Scholars Press.

Papaleontiou – Louca, E. (2000). Development of Metacognitive Skills in Preschool Children. Oral presentation at the VI Conference of the Pedagogical Society, University of Cyprus, March 17-18, 2000.

Papaleontiou – Louca, E. (2002). Young Children’s Theory of Mind: Metacognitive Thinking and Metacognitive Language. PhD Thesis. Cardiff University.

Papaleontiou- Louca, E (2019).   Do children know what they know? Metacognitive awareness in preschool children. New Ideas in Psychology, 54, 56-62, ISSN 0732-118X. https://doi.org-10.1016-j.newideapsych.2019.01.005.

Papaleontiou – Louca, E. & Thoma N. (2006). Young Children’s Theory of Mind and Correlates. Paper presented at the EARLI Conference on Metacognition, University of Cambridge, U.K. 19-21 July 2006.

Papaleontiou-Louca, E., & Thoma, N. (2014). A review of young children’s metacognitive ability of introspection. In O. Saracho (Ed.), Contemporary perspectives on research in theory of mind in early childhood education. Charlotte, NC: Information Age Publishing.

Perner , J., Leekman , S. , & Wimmer, H. ( 1987 ). Three-year-olds’ difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125–137.

Pons , F. , & Harris , P. L. ( 2000 ). Test of Emotion Comprehension – TEC. Oxford, UK: Oxford University Press.

Pons , F. , & Harris , P. L. (2005). Longitudinal change and longitudinal stability of individual differences in children’s emotion understanding. Cognition and Emotion, 19(8), 1158–1174.

Pons , F. , Harris , P. L. , & de Rosnay , M. (2004). Emotional comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127–152.

Pons, G., Harris, P. L., Doudin, P. A. (2002). Teaching emotion understanding. European Journal of Psychology of Education, 3, 293-304.

Pons, F., Lawson, J., Harris, P. L. & Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44, 347-353.

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Surian, L., Caldi, S., & Sperber, D. (2007). Attribution of beliefs by 13-month-old infants. Psychological Science, 18(7), 580–586. http://doi:10.1111/j.1467-9280.2007.01943.x

Wellman, H. M. (2011). Developing a theory of mind. In U. Goswami (Ed.), The Blackwell handbook of childhood cognitive development (2nd ed., pp. 258–284). Blackwell.

Wellman, H. M. (2014). Making minds: How theory of mind develops. Oxford University Press.

Wellman, H. M., Cross, D., & Watson, J. K. (2001). Meta-analysis of theory-of-mind development: The truth about false-belief. Child Development, 72(3), 655-684. http://doi:10.1111/1467-8624.00304

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13(1), 103-128. http://doi:10.1016/0010-0277(83)90004-5