Metacognition, Theory of Mind, and Self-Control: The Relevance of High-Level Cognitive Processes in Development, Neuroscience, and Education

Autor/inn/en	Sodian, Beate; Frith, Uta
Titel	Metacognition, Theory of Mind, and Self-Control: The Relevance of High-Level Cognitive Processes in Development, Neuroscience, and Education
Quelle	In: Mind, Brain, and Education, 2 (2008) 3, S.111-113 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/j.1751-228X.2008.00040.x
Schlagwörter	Metacognition; Cognitive Development; Self Control; Academic Achievement; Correlation; Teaching Methods; Learning Processes; Adolescents; Adults + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kognitive Entwicklung; Selbstbeherrschung; Schulleistung; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	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, to date, the implications of these high-level cognitive processes for issues relevant to education have hardly been addressed. The present special issue brings together developmental perspectives on the relation of self-control, theory of mind, and metacognition; theoretical and empirical contributions on the implications of theory of mind and self-control for teaching and learning; and brief reviews of the state of the art in cognitive neuroscience on these high-level cognitive processes in adolescents and adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10