“…Theoretically, they support Kuhn's (2000) model and encourage us to view ToM understanding as part of a more general metarepresentational ability. Such a view is also consistent with a growing body of research showing significant relations between ToM and other aspects of metacognitive knowledge such as metareading , metacognitive vocabulary (Antonietti, Liverta-Sempio, Marchetti, & Astington, 2006), and epistemological beliefs about learning (Lecce, Caputi, & Pagnin, 2009, 2015. Empirically, the results reported above speak to the cognitive consequences of ToM and, together with the data that show an association with school achievement (Blair & Razza, 2007;Lecce, Caputi, & Hughes, 2011;Lecce, Caputi, et al, 2014), prompt researchers to design intervention studies for preschoolers and school-aged children (Lecce, Bianco, Devine, Hughes, & Banerjee, 2014).…”