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Reading Minds: The Relation Between Children’s Mental State Knowledge and Their Metaknowledge About Reading
Author(s) -
Lecce Serena,
Zocchi Silvia,
Pagnin Adriano,
Palladino Paola,
Taumoepeau Mele
Publication year - 2010
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2010.01516.x
Subject(s) - reading (process) , psychology , relation (database) , developmental psychology , mental state , cognition , task (project management) , mental age , cognitive development , cognitive psychology , linguistics , psychiatry , philosophy , management , database , computer science , economics
The relation between children’s mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross‐lagged design and by investigating older children ( N = 71, mean ages = 10 years at Time 1 and 11 years at Time 2) for mental state knowledge, metaknowledge about reading, and VA. Results showed a significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading, controlling for VA. Results suggest close links between different aspects of children’s knowledge about the mind.