Development of children's understanding of cognitive activities

Journal of Genetic Psychology

Volumn 169, Issue 4, 2008, Pages 297-321

  Pillow, Bradford H ^a  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

Metacognition; Social cognition; Theory of mind

Indexed keywords

ARTICLE; ATTENTION; CHILD; COGNITION; CONSCIOUSNESS; HUMAN; PERCEPTION; PRESCHOOL CHILD; TEACHING;

ATTENTION; CHILD; CHILD, PRESCHOOL; COGNITION; CONSCIOUSNESS; HUMANS; SOCIAL PERCEPTION; TEACHING;

EID: 59449089549     PISSN: 00221325     EISSN: None     Source Type: Journal    
DOI: 10.3200/GNTP.169.4.297-321     Document Type: Article

References (114)

1. Adrian, J. E., Clemente, R. A., Villanueva, L., & Rieffe, C. (2005). Parent-child picturebook reading, mothers' mental state language, and children's theory of mind. Journal of Child Language, 32, 673-686.
2. Amsterlaw, J. (2006). Children's beliefs about everyday reasoning. Child Development, 77, 443-464.
3. Callaghan, T., Rochat, P., Lillard, A., Claux, M. L., Odden, H., Itakura, S., et al. (2005). Synchrony in the onset of mental-state reasoning: Evidence from five cultures. Psychological Science, 16, 378-384.
4. Carpendale, J. I., & Chandler, M. J. (1996). On the distinction between false belief understanding and subscribing to an interpretative theory of mind. Child Development, 67, 1686-1706.
5. Chandler, M. J. (1987). The Othello effect: Essay on the emergence and eclipse of skeptical doubt. Human Development, 30, 137-159.
6. Chandler, M. J. (1988). Doubt and developing theories of mind. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind (pp. 387-413). Cambridge, England: Cambridge University Press.
7. Chandler, M. J., & Boyes, M. C. (1982). Social cognitive development. In B. B. Wolman (Ed.), Handbook of developmental psychology (pp. 387-402). Englewood Cliffs, NJ: Prentice Hall.
8. Chandler, M. J., Boyes, M. C., & Ball, L. (1990). Relativism and stations of epistemic doubt. Journal of Experimental Child Psychology, 50, 370-395.
9. Chandler, M. J., Hallett, D., & Sokol, B. W. (2002). Competing claims about competing knowledge claims. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 145-168). Mahwah, NJ: Erlbaum.
10. Chandler, M. J., & Helm, D. (1984). Developmental changes in the contributions of shared experience to social role-taking competence. International Journal of Behavioral Development, 7, 145-156.
11. Clinchy, B., Lief, J., & Young, P. (1977). Epistemological and moral development in girls from a traditional and a progressive high school. Journal of Educational Psychology, 69, 337-343.
12. Cultice, J. C., Somerville, S. C., & Wellman, H. M. (1983). Preschoolers' memory monitoring: Feeling of knowing judgments. Child Development, 54, 1480-1486.
13. Drummey, A. B., & Newcombe, N. S. (2002). Developmental changes in source memory. Developmental Science, 5, 502-513.
14. Dunn, J. (1999). Making sense of the social world: Mindreading, emotion, and relationships. In P. D. Zelazo, J. W. Astington, & D. R. Olson (Eds.), Developing theories of intention: Social understanding and self-control (pp. 229-242). Mahwah, NJ: Erlbaum.
15. Dunn, J., & Brown, J. (1993). Early conversations about causality: Content, pragmatics, and developmental change. British Journal of Developmental Psychology, 11, 107-123.
16. Fabricius, W. V., Schwanenflugel, P. J., Kyllonen, P. C., Barclay, C. R., & Denton, S. M. (1989). Developing theories of the mind: Children's and adults' concepts of mental activities. Child Development, 60, 1278-1290.
17. Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp. 35-60). New York: Academic Press.
18. Flavell, J. H., Green, F. L., & Flavell, E. R. (1985). The road not taken: Understanding the implications of initial uncertainty in evaluating spatial directions. Developmental Psychology, 21, 207-216.
19. Flavell, J. H., Green, F. L., & Flavell, E. R. (1993). Children's understanding of the stream of consciousness. Child Development, 64, 387-398.
20. Flavell, J. H., Green, F. L., & Flavell, E. R. (1995a). The development of children's knowledge about attentional focus. Developmental Psychology, 31, 706-712.
21. Flavell, J. H., Green, F. L., & Flavell, E. R. (1995b). Young children's knowledge about thinking. Monographs of the Society for Research in Child Development, 60 (Serial No. 243, pp. 1-69).
22. Flavell, J. H., Green, F. L., & Flavell, E. R. (1998). The mind has a mind of its own: Developing knowledge about mental uncontrollability. Cognitive Development, 13, 127-138.
23. Flavell, J. H., Green, F. L., Flavell, E. R., & Grossman, J. B. (1997). The development of children's knowledge about inner speech. Child Development, 68, 39-47.
24. Flavell, J. H., & Miller, P. H. (1998). Social cognition. In W. Damon (Series Ed.), D. Kuhn, & R. S. Siegler (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (5th ed.; pp. 851-898). Hoboken, NJ: Wiley.
25. Foley, M. A., Johnson, M. K., & Raye, C. L. (1983). Age-related changes in confusion between memories for thoughts and memories for speech. Child Development, 54, 51-60.
26. Gopnik, A., & Astington, J. W. (1988). Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37.
27. Gopnik, A., & Slaughter, V. (1991). Young children's understanding of changes in their mental states. Child Development, 62, 98-110.
28. Gordon, F. R., & Flavell, J. H. (1977). The development of intuitions about cognitive cueing. Child Development, 48, 1027-1033.
29. Harris, P. L., Kruithof, A., Terwogt, M. M., & Visser, T. (1981). Children's detection and awareness of textual anomaly. Journal of Experimental Child Psychology, 31, 212-230.
30. Higgins, E. T. (1981). Role taking and social judgment: Alternative developmental perspectives and processes. In J. H. Flavell & L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 119-153). Cambridge, England: Cambridge University Press.
31. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
32. Hughes, C., & Dunn, J. (1998). Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34, 1026-1037.
33. Humphrey, N. (1983). Consciousness regained: Chapters in the development of mind. Oxford, England: Oxford University Press.
34. Humphrey, N. (1986). The inner eye. London: Faber & Faber.
35. Joseph, R. M. (1998). Intention and knowledge in preschoolers' conception of pretend. Child Development, 69, 966-980.
36. Justice, E. M. (1985). Categorization as a preferred memory strategy: Developmental changes during elementary school. Developmental Psychology, 21, 1105-1110.
37. Justice, E. M. (1986). Developmental changes in judgments of relative strategy effectiveness. British Journal of Developmental Psychology, 4, 75-81.
38. Keenan, T. R., Ruffman, T., & Olson, D. R. (1994). When do children begin to understand inference as a source of knowledge? Cognitive Development, 9, 331-353.
39. King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
40. Kipp, K., & Pope, S. (1997). The development of cognitive inhibition in streams-of-consciousness and directed speech. Cognitive Development, 12, 239-260.
41. Kitchener, K. S., & King, P. M. (1981). Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2, 89-116.
42. Koriat, A. (1998). Illusions of knowing: The link between knowledge and metaknowledge. In V. Y. Yzerbyt, G. Lories, & B. Dardenne (Eds.), Metacognition: Cognitive and social dimensions (pp. 16-34). London: Sage.
43. Koslowski, B. (1996). Theory and evidence: The development of scientific reasoning. Cambridge, MA: MIT Press.
44. Kuhn, D. (2000). Theory of mind, metacognition, and reasoning: A life-span perspective. In P. Mitchell (Ed.), Children's reasoning and the mind (pp. 301-326). Hove, England: Psychology Press.
45. Kuhn, D. (2001). How do people know? Psychological Science, 12, 1-8.
46. Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. Orlando, FL: Academic Press.
47. Kuhn, D., Garcia-Mila, M., Zohar, A., & Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60(4, Serial No. 245, pp. 1-128).
48. Labouvie-Vief, G. (1990). Modes of knowledge and the organization of development. In M. L. Commons, L. Kohlberg, R. Richards, & J. Sinnott (Eds.), Beyond formal operations: Vol. 2. Models and methods in the study of adult and adolescent thought. New York: Praeger.
49. Lagattuta, K. H., & Wellman, H. M. (2001). Thinking about the past: Early knowledge about links between prior experience, thinking, and emotion. Child Development, 72, 82-102.
50. Laible, D., & Thompson, R. (1998). Attachment and emotional understanding in preschool children. Developmental Psychology, 34, 1038-1045.
51. Lillard, A. (1998). Ethnopsychologies: Cultural variations in theories of mind. Psychological Bulletin, 123, 3-32.
52. Lories, G., & Schelstraete, M. A. (1998). The feeling-of-knowing as a judgment. In V. Y. Yzerbyt, G. Lories, & B. Dardenne (Eds.), Metacognition: Cognitive and social dimensions (pp. 53-68). Thousand Oaks, CA: Sage.
53. Lovett, S. B., & Pillow, B. H. (1995). The development of the ability to distinguish between comprehension and memory: Evidence from strategy-selection tasks. Journal of Educational Psychology, 87, 523-536.
54. Lyon, T. D., & Flavell, J. H. (1993). Young children's understanding of forgetting over time. Child Development, 64, 789-800.
55. Lyon, T. D., & Flavell, J. H. (1994). Young children's understanding of "remember" and "forget." Child Development, 65, 1357-1371.
56. Mandler, G. (2002). Consciousness recovered: Psychological functions and origins of conscious thought. Amsterdam: John Benjamins.
57. Markman, E. M. (1981). Comprehension monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp. 61-84). New York: Academic Press.
58. McGivern, J. E., Levin, J. R, Pressley, M., Ghatala, E. S. (1990). A developmental study of memory monitoring and strategy selection. Contemporary Educational Psychology, 15, 103-115.
59. Meins, E., Fernyhough, C., Russell, J., & Clark-Carter, D. (1998). Security of attachment as a predictor of symbolic and mentalising abilities: A longitudinal study. Social Development, 7, 1-24.
60. Meltzoff, A. N., & Moore, M. K. (1997). Explaining facial imitation: A theoretical model. Early Development and Parenting, 6, 179-192.
61. Miller, P. H., & Bigi, L. (1979). The development of children's understanding of attention. Merrill-Palmer Quarterly, 25, 235-250.
62. Miller, S. A., Custer, W. L., & Nassau, G. (2000). Children's understanding of the necessity of logically necessary truths. Cognitive Development, 15, 383-403.
63. Mills, C. M., & Keil, F. C. (2005). The development of cynicism. Psychological Science, 16, 385-390.
64. Moore, C. (2006). The development of commonsense psychology. Mahwah, NJ: Erlbaum.
65. Morris, A. K. (2000). Development of logical reasoning: Children's ability to verbally explain the nature of the distinction between logical and non-logical forms of argument. Developmental Psychology, 36, 741-758.
66. Moshman, D. (1998). Cognitive development beyond childhood. In W. Damon (Series Ed.), D. Kuhn, & R. S. Siegler (Eds.), Handbook of child psychology: Vol. 2: Cognition, perception, and language (5th ed., pp. 947-978). New York: Wiley.
67. Moshman, D. (2005). Adolescent psychological development: Rationality, morality, and identity (2nd ed.). Mahwah, NJ: Erlbaum.
68. Moshman, D., & Franks, B. A. (1986). Development of the concept of inferential validity. Child Development, 57, 153-165.
69. Moynahan, E. D. (1978). Assessment and selection of paired associate strategies: A developmental study. Journal of Experimental Child Psychology, 26, 257-266.
70. O'Neill, D. K., & Gopnik, A. (1991). Young children's ability to identify the sources of their beliefs. Developmental Psychology, 27, 390-397.
71. Parault, S. J., & Schwanenflugel, P. J. (2000). The development of conceptual categories of attention during the elementary school years. Journal of Experimental Psychology, 75, 245-262.
72. Pears, K. C., & Moses, L. J. (2003). Demographics, parenting, and theory of mind in preschool children. Social Development, 12, 1-20.
73. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart, & Winston.
74. Peterson, C., & Slaughter, V. (2003). Opening windows into the mind: Mothers' preferences for mental state explanations and children's theory of mind. Cognitive Development, 18, 399-429.
75. Pillow, B. H. (1988). The development of children's beliefs about the mental world. Merrill-Palmer Quarterly, 34, 1-32.
76. Pillow, B. H. (1989). The development of beliefs about selective attention. Merrill-Palmer Quarterly, 35, 421-443.
77. Pillow, B. H. (1991). Children's understanding of biased social cognition. Developmental Psychology, 27, 539-551.
78. Pillow, B. H. (1993). Preschool children's understanding of the relationship between modality of perceptual access and knowledge of perceptual properties. British Journal of Developmental Psychology, 11, 371-389.
79. Pillow, B. H. (1995). Two trends in the development of conceptual perspective-taking: An elaboration of the passive-active hypothesis. International Journal of Behavioral Development, 18, 649-676.
80. Pillow, B. H. (1999). Children's understanding of inference and knowledge. The Journal of Genetic Psychology, 160, 419-428.
81. Pillow, B. H. (2002). Children's and adults' evaluation of the certainty of deductive inferences, inductive inferences, and guesses. Child Development, 73, 779-792.
82. Pillow, B. H., & Henrichon, A. J. (1996). There's more to the picture than meets the eye: Young children's difficulty understanding interpretation. Child Development, 67, 808-819.
83. Pillow, B. H., Hill, V., Boyce, A., & Stein, C. (2000). Understanding inference as a source of knowledge: Children's ability to evaluate the certainty of deduction, perception, and guessing. Developmental Psychology, 36, 169-179.
84. Pillow, B. H., & Lovett, S. B. (1998). "He forgot": Young children's use of cognitive explanations for another person's mistakes. Merrill-Palmer Quarterly, 44, 378-403.
85. Pillow, B. H., &Mash, C. (1999). Young children's understanding of interpretation, expectation, and direct perception as sources of false belief. British Journal of Developmental Psychology, 17, 263-276.
86. Pillow, B. H., & Weed, S. T. (1995). Children's understanding of biased interpretation: Generality and limitations. British Journal of Developmental Psychology, 13, 347-366.
87. Pratt, C., & Bryant, P. E. (1990). Young children understand that looking leads to knowing (so long as they are looking into a single barrel). Child Development, 61, 973-982.
88. Robinson, E. J., & Whittaker, S. J. (1985). Children's responses to ambiguous messages and their understanding of ambiguity. Developmental Psychology, 21, 446-454.
89. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
90. Ruffman, T., Perner, J., Naito, M., Parkin, L., & Clements, W. A. (1998). Older (but not younger) siblings facilitate false belief understanding. Developmental Psychology, 34, 161-174.
91. Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers' mental state language and theory-of-mind understanding. Child Development, 73, 734-751.
92. Sabbagh, M. A., & Callanan, M. A. (1998). Metarepresentation in action: 3-, 4-, and 5-year-olds' developing theories of mind in parent-child conversations. Developmental Psychology, 34, 491-502.
93. Schwanenflugel, P. J., Fabricius, W. V., & Alexander, J. (1994). Developing theories of mind: Understanding concepts and relations between mental activities. Child Development, 65, 1546-1563.
94. Schwanenflugel, P. J., Fabricius, W. V., & Noyes, C. R. (1996). Developing organization of mental verbs: Evidence for the development of a constructivist theory of mind in middle childhood. Cognitive Development, 11, 265-294.
95. Schwanenflugel, P. J., Henderson, R. L., & Fabricius, W. V. (1998). Developing organization of mental verbs and theory of mind in middle childhood: Evidence from extensions. Developmental Psychology, 34, 512-524.
96. Sobel, D. M., & Lillard, A. S. (2001). The impact of fantasy and action on young children's understanding of pretence. British Journal of Developmental Psychology, 19, 85-98.
97. Sodian, B., & Schneider, W. (1990). Children's understanding of cognitive cuing: How to manipulate cues to fool a competitor. Child Development, 61, 697-704.
98. Sodian, B., & Wimmer, H. (1987). Children's understanding of inference as a source of knowledge. Child Development, 58, 424-433.
99. Sodian, B., Zaitchik, D., & Carey, S. (1991). Young children's differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766.
100. Tardif, T., Wellman, H. M., Fung, K. Y. F., Liu, D., & Fang, F. (2005). Preschoolers' understanding of knowing-that and knowing-how in the United States and Hong Kong. Developmental Psychology, 41, 562-573.
101. Taylor, M. (1988). Conceptual perspective taking: Children's ability to distinguish what they know from what they see. Child Development, 59, 703-711.
102. Taylor, M., Cartwright, B. S., & Bowden, T. (1991). Perspective taking and theory of mind: Do children predict interpretive diversity as a function of differences in observers' knowledge? Child Development, 62, 1334-1351.
103. Taylor, M., Esbensen, B. M., & Bennett, R. T. (1994). Children's understanding of knowledge acquisition: The tendency for children to report that they have always known what they have just learned. Child Development, 65, 1581-1604.
104. Thoermer, C., & Sodian, B. (2002). Science undergraduates' and graduates' epistemologies of science: The notion of interpretive frameworks. New Ideas in Psychology, 20, 263-283.
105. Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
106. Trevarthen, C., & Aitken, K. J. (2001). Infant intersubjectivity: Research, theory, and clinical applications. Journal of Child Psychology and Psychiatry and Allied Disciplines, 42, 3-48.
107. Varouxaki, A., Freeman, N. H., Peters, D., & Lewis, C. (1999). Inference neglect and ignorance denial. British Journal of Developmental Psychology, 17, 483-499.
108. Vinden, P. (1996). Junin Quechua children's understanding of mind. Child Development, 67, 1707-1716.
109. Welch-Ross, M. K. (1995). Developmental changes in preschoolers' ability to distinguish memories of performed, pretended, and imagined actions. Cognitive Development, 10, 421-441.
110. Wellman, H. M. (1977). Tip of the tongue and feeling of knowing experience: A developmental study of memory monitoring. Child Development, 48, 13-21.
111. Wellman, H. M. (1990). The child's theory of mind. Cambridge, MA: MIT Press.
112. Wellman, H. M., & Johnson, C. N. (1979). Understanding of mental processes: A developmental study of "remember" and "forget." Child Development, 50, 79-88.
113. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13, 103-128.
114. Woolley, J. D., & Bruell, M. J. (1996). Young children's awareness of the origins of their mental representations. Developmental Psychology, 32, 335-346.