The Development of Theory of Mind and Metacognition in Early Childhood: A Longitudinal Study on Intercorrelations and Precursors
Project management at the University of Würzburg:
This longitudinal study addresses two major issues. Firstly, it aims to combine aspects of research on theory of mind and metacognition. Despite the fact that both areas share the same overall objective, that is, they investigate the development of children’s knowledge and cognition about mental phenomena the two research literatures have been surprisingly distinct and unconnected. Therefore, one goal of the study is to examine longitudinal relations between children’s performances on tests of earlier theory of mind and later metacognition. A second goal is to assess the impact of general cognitive variables such as language proficiency, executive functions, and working memory on theory of mind and metacognition. 180 three year old children were recruited for this longitudinal study. The plan is to include a total of six measurement points, separated by a testing interval of 6 months.
Projekt period: from 02.2001 to 01.2003
DFG ,Granting date: 01.01.2001
Metakognitive Kompetenzen im Vor- und Grundschulalter: Entwicklungsunterschiede in Überwachungs- und Steuerungsprozessen