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European Journal of Developmental Psychology Volume 12, 2015 - Issue 1
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False-belief understanding at age 5 predicts beliefs about learning in year 3 of primary school

Serena LecceDepartment of Brain and Behavioral Sciences, University of Pavia, Pavia, ItalyCorrespondence[email protected]
,
Marcella CaputiFaculty of Psychology, Vita-Salute San Raffaele University, Milan, Italy
&
Adriano PagninDepartment of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy
Pages 40-53 | Received 25 Feb 2014, Published online: 05 Sep 2014

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Claudia M. Roebers & Manuela Spiess. (2017) The Development of Metacognitive Monitoring and Control in Second Graders: A Short-Term Longitudinal Study. Journal of Cognition and Development 18:1, pages 110-128.
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Articles from other publishers (11)

Mariel Symeonidou, Ai Mizokawa, Shinsuke Kabaya, Martin J. Doherty & Josephine Ross. (2023) Contrasting one's share of the shared life space: Comparing the roles of metacognition and inhibitory control in the development of theory of mind among Scottish and Japanese children. Developmental Science.
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Ioanna Taouki, Marie Lallier & David Soto. (2022) The role of metacognition in monitoring performance and regulating learning in early readers. Metacognition and Learning 17:3, pages 921-948.
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Serena Lecce & Rory T. Devine. (2021) Theory of mind at school: Academic outcomes and the influence of the school context. Infant and Child Development 31:1.
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Marcella Caputi, Federica Cugnata & Chiara Brombin. (2020) Theory of mind and loneliness: Effects of a conversation‐based training at school. International Journal of Psychology 56:2, pages 257-265.
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Daniela Kloo, Beate Sodian, Susanne Kristen‐Antonow, Sunae Kim & Markus Paulus. (2020) Knowing minds: Linking early perspective taking and later metacognitive insight. British Journal of Developmental Psychology 39:1, pages 39-53.
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Federica Bianco, Elisabetta Lombardi, Davide Massaro, Ilaria Castelli, Annalisa Valle, Antonella Marchetti & Serena Lecce. (2019) Enhancing advanced Theory of Mind skills in primary school: A training study with 7‐ to 8‐year‐olds. Infant and Child Development 28:6.
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Serena Lecce, Marcella Caputi, Adriano Pagnin & Robin Banerjee. (2017) Theory of mind and school achievement: The mediating role of social competence. Cognitive Development 44, pages 85-97.
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Claudia M. Roebers. (2017) Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review 45, pages 31-51.
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Kathrin Lockl, Susanne Ebert & Sabine Weinert. (2017) Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings. Learning and Individual Differences 53, pages 93-102.
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Federica Bianco & Serena Lecce. (2016) Translating child development research into practice: Can teachers foster children's theory of mind in primary school?. British Journal of Educational Psychology 86:4, pages 592-605.
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Serena Lecce, Patrizia Demicheli, Silvia Zocchi & Paola Palladino. (2015) The origins of children’s metamemory: The role of theory of mind. Journal of Experimental Child Psychology 131, pages 56-72.
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