Thinking about People Thinking about People Thinking about...: A Study of Social Cognitive Development

Miller, Patricia H.; Kessel, Frank S.; Flavell, John H.

doi:10.2307/1127211

Cited by 28 publications

(38 citation statements)

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“…The research presented here contributes further evidence of the informa tory relationship of the logical operations to other domains. These data are in general agreement with tire findings of other investigators (Cavior and Lombardi, 1973;McGhee, 1971;Kuhn et al, 1977;Miller et al, 1970;Tomlinson-Keasey and Keasey, 1974) underscoring the importance of exploration within other developmental sequences in an effort to understand the role, and the possible centrality, of the logical operations in the progression of these domains.…”

Section: Discussionsupporting

confidence: 91%

Formal Operations and the Issue of Generalizability: the Analysis of Poetry by College Students

Hardy-Brown

1979

Human Development

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In an investigation of the relationship of the logical operations to other developmental sequences, 30 college students were assessed as to logical operational ability, and these results compared with their performance on a literary task of poetic interpretation. Operational performance criteria in the logico-mathematical realm were translated into comparable analysis of subject performance in a literary medium. The strong association obtained between logical operational performance and sophistication of poetic interpretation supports the theoretically predicted applicability of central, formal reasoning structures to various content areas.

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Section: Discussionsupporting

confidence: 91%

Formal Operations and the Issue of Generalizability: the Analysis of Poetry by College Students

Hardy-Brown

1979

Human Development

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“…This term was originally used to describe 'thinking about thinking' (Miller, Kessel, & Flavell, 1970) but has subsequently expanded to incorporate knowledge about cognition and a range of self-regulatory mechanisms related to planning, monitoring and evaluating (Baker & Brown, 1984;Brown, 1987;Metcalfe & Shimamura, 1994;Nelson, 1996;Pintrich & DeGroot, 1990;Pintrich & Schunk, 1996). Self-regulated learning has been described as the place where metacognition and motivation intersect (Zimmerman & Moylan, 2009).…”

Section: Introductionmentioning

confidence: 99%

Self-regulated learning and executive function: exploring the relationships in a sample of adolescent males

Effeney

Carroll

Bahr

2013

Educational Psychology

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Executive function (EF) is emerging as a construct that is of interest to educators, but its relationship with educationally relevant sets of skills such as self-regulated learning (SRL) are unclear. This study investigated relationships between SRL and EF in a sample of 254 school aged adolescent males. Two hypotheses were tested: that self-reported measures of SRL and EF are closely related within the sample and that as different aspects of EF mature during adolescence, the corresponding components of SRL should also improve, leading to an age-related increase in the correlation between EF and SRL. Two self-report instruments were used: the Strategies for Self-Regulated Learning Survey (SSRLS); and the Behavioural Rating Instrument of Executive Function (BRIEF). Strong correlations between the measures of EF and SRL were found, especially in areas associated with metacognitive processes, suggesting that SRL and EF share a conceptual core based on the efforts that individuals make to monitor their thoughts and actions and to act accordingly to control them. Age-related differences in correlations between EF and SRL were found, with weaker correlations between behavioural regulation and SRL in the younger participants (aged 10.5 to 12.5 years) while the relationship between EF and SRL appears to grow stronger for participants aged 12.5 to 15.5 years even though self-reported levels of EF along with motivation for SRL and important components of SRL such as goal setting and planning were found to decrease with age. Decreasing levels of motivation for learning during adolescence are speculated to moderate the deployment of SRL and EF in a school context.

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“…Second-order theory of mind is classically measured through tasks that require socalled ''recursive thinking'' (Miller, Kessel, & Flavell, 1970), i.e., one more level of embedding than that required by first-order theory of mind. In fact, the child has to determine one character's (false) belief of another character's belief about the world.…”

Section: A Replication Of the Classic Theory Of Mind Experiments On Mmentioning

confidence: 99%

Communicative Abilities in Autism: Evidence for Attentional Deficits

2001

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Thinking about People Thinking about People Thinking about...: A Study of Social Cognitive Development

Cited by 28 publications

References 0 publications

Formal Operations and the Issue of Generalizability: the Analysis of Poetry by College Students

Formal Operations and the Issue of Generalizability: the Analysis of Poetry by College Students

Self-regulated learning and executive function: exploring the relationships in a sample of adolescent males

Communicative Abilities in Autism: Evidence for Attentional Deficits

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