Schools, mindfulness, and metacognition: A view from developmental psychology

References

• Alban, M. W., & Kelley, C. M. (2013). Embodiment meets metamemory: Weight as a cue for metacognitive judgments. Journal of Experimental Psychology: Learning, Memory and Cognition, 39(5), 1628–1634. doi:10.1037/a0032420
   PubMed Web of Science ®Google Scholar
• Annevirta, T., & Vauras, M. (2001). Metacognitive knowledge in primary grades: A longitudinal study. European Journal of Psychology of Education, 16(2), 257–282. doi:10.1007/BF03173029
   Web of Science ®Google Scholar
• Askell-Williams, H., & Lawson, M. (2015). Changes in students’ cognitive and metacognitive strategy use over five years of secondary schooling. In H. Askell-Williams (Ed.), Transforming the future of learning with educational research (pp. 1–19). Hershey, PA: IGI Global.
   Google Scholar
• Balcomb, F. K., & Gerken, L. (2008). Three-year-old children can access their own memory to guide responses on a visual matching task. Developmental Science, 11(5), 750–760. doi:10.1111/j.1467-7687.2008.00725.x
   PubMed Web of Science ®Google Scholar
• Bishop, S., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology, Science and Practice, 11, 230–241. doi:10.1093/clipsy/bph077
   Web of Science ®Google Scholar
• Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23, 1242–1246. doi:10.1007/s10826-013-9784-4
   PubMed Web of Science ®Google Scholar
• Booth, R. (2014, August 26). Mindfulness therapy comes at a high price for some, say experts. The Guardian. Retrieved from http://www.theguardian.com/society/2014/aug/25/mental-health-meditation
   Google Scholar
• Brinck, I., & Liljenfors, R. (2013a). The developmental origin of metacognition. Infant and Child Development, 22, 85–101. doi:10.1002/icd.1749
   Web of Science ®Google Scholar
• Brinck, I., & Liljenfors, R. (2013b). Reply to commentaries. Infant and Child Development, 22, 111–117. doi:10.1002/icd.1788
   Web of Science ®Google Scholar
• Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Burke, C. A. (2009). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies. Retrieved from www.mindfulschools.org/pdf/burke-child-adol.pdf
   Web of Science ®Google Scholar
• Burrows, L. (2015). Safeguarding mindfulness meditation for vulnerable college students. Mindfulness. doi:10.1007/s12671-015-0434-3
   Web of Science ®Google Scholar
• Carlson, L. A., & Kenny, R. (2005). Constraints on spatial language comprehension: Function and geometry. In D. Pecher & R. A. Zwaan (Eds.), Grounding cognition: The role of perception and action in memory (pp. 35–64). New York, NY: Cambridge University Press.
   Google Scholar
• Carruthers, P., & Ritchie, J. B. (2012). The emergence of metacognition: Affect and uncertainty in animals. In M. J. Beran (Eds.), Foundations of metacognition (pp. 76–93). Oxford, England: Oxford University Press.
   Google Scholar
• Carson, S. H., & Langer, E. J. (2006). Mindfulness and self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 24, 29–43. doi:10.1007/s10942-006-0022-5
   Google Scholar
• Chadwick, J., & Gelbar, N. W. (2016). Mindfulness for children in public schools: Current research and developmental issues to consider. International Journal of School and Educational Psychology, 4(2), 106–112. doi:10.1080/21683603.2015.1130583
   Google Scholar
• Claxton, G. (2006). Mindfulness, learning and the brain. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 23(4), 301–314. doi:10.1007/s10942-005-0016-8
   Google Scholar
• DelMonte, M. M. (2012). Mindfulness and awareness: Constructivist, psychodynamic and eastern perspectives. International Journal of Mental Health and Addiction, 10, 311–329. doi:10.1007/s11469-011-9368-8
   Web of Science ®Google Scholar
• Didonna, F. (Ed.). (2009). Clinical handbook of mindfulness. New York, NY: Springer. doi:10.1007/978-0-387-09593-6
   Google Scholar
• Dimmitt, C., & McCormick, C. B. (2012). Metacognition in education. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational psychology handbook: Vol. 1. Theories, constructs, and critical issues (pp. 157–187). Washington, DC: American Psychological Association. doi:10.1037/13273-007
   Google Scholar
• Felver, J. C., Doener, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology: Applications for intervention and professional practice. Psychology in the Schools, 50(6), 531–547. doi:10.1002/pits.21695
   Web of Science ®Google Scholar
• Feurer, E., Sassu, R., Cimeli, P., & Roebers, C. M. (2015). Development of meta-representations: Procedural metacognition and the relationship to theory of mind. Journal of Educational and Developmental Psychology, 5, 6–18. doi:10.5539/jedp.v5n1p6
   Google Scholar
• Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. doi:10.1037/0003-066X.34.10.906
   Web of Science ®Google Scholar
• Glenberg, A. M. (2015). Few believe the world is flat: How embodiment is changing the scientific understanding of cognition. Canadian Journal of Experimental Psychology, 69(2), 165–171. doi:10.1037/cep0000056
   PubMed Web of Science ®Google Scholar
• Goodman, T. A., & Greenland, S. K. (2009). Mindfulness with children: Working with difficult emotions. In F. Didonna (Ed.), Clinical handbook of mindfulness (pp. 417–429). New York, NY: Springer.
   Google Scholar
• Graetz, B. (2016). Student mental health programs: Current challenges and future opportunities. In R. H. Shute & P. T. Slee (Eds.), Mental health and wellbeing though schools: The way forward (pp. 3–11). Oxford, England: Routledge.
   Google Scholar
• Greenberg, M. T., & Harris, A. R. (2011). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2). doi:10.1111/j.1750-8606.2011.00215.x
   Web of Science ®Google Scholar
• Holland, E. (2015, February). Can “mindfulness” help students do better in school? Wall Street Journal. Retrieved from http://www.wsj.com/articles/can-mindfulness-help-students-do-better-in-school-1424145647
   Google Scholar
• Hull, J. G. (2002). Modeling the structure of self-knowledge and the dynamics of self-regulation. In A. Tesser, D. A. Stapel, & J. V. Wood (Eds.), Self and motivation: Emerging psychological perspectives (pp. 173–206). Washington, DC: American Psychological Association.
   Google Scholar
• Iossisova, R., & Marmolejo-Ramos, F. (2013). When the body is time: Spatial and temporal deixis in children with visual impairments and sighted children. Research in Developmental Disabilities, 34, 2173–2184. doi:10.1016/j.ridd.2013.03.030
   PubMed Web of Science ®Google Scholar
• Jankowski, T., & Holas, P. (2014). Metacognitive model of mindfulness. Consciousness and Cognition, 28, 64–80. doi:10.1016/j.concog.2014.06.005
   PubMed Web of Science ®Google Scholar
• Jarvis, J. M. (2011). Promoting mental health through inclusive pedagogy. In R. H. Shute (Ed.), with P. T. Slee, R. Murray-Harvey, & K. Dix. (2011), Mental health and wellbeing: Educational perspectives (pp. 237–248). Adelaide, Australia: Shannon Research Press.
   Google Scholar
• Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2017). A randomized controlled evaluation of a mindfulness program for early adolescents: Do we have the recipe right yet? Behaviour Research and Therapy, 99, 37–46. doi:10.1016/j.brat.2017.09.001
   PubMed Web of Science ®Google Scholar
• Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present and future. Clinical Psychology, Science and Practice, 10, 144–156. doi:10.1093/clipsy.bpg016
   Web of Science ®Google Scholar
• Killeen, P. R., & Glenberg, A. M. (2010). Resituating cognition. Comparative Cognition and Behavior Reviews, 5, 59–77. doi:10.3819/ccbr.2010.50003
   Google Scholar
• Klatt, M., Harpster, K., Browne, E., White, S., & Case-Smith, J. (2013). Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention. The Journal of Positive Psychology, 8(3), 233–241. doi:10.1080/17439760.2013.779011
   Web of Science ®Google Scholar
• Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178–181. doi:10.1111/1467-8721.00088
   Web of Science ®Google Scholar
• Kuhn, D., & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268–273. doi:10.1207/s15430421tip4304_4
   Web of Science ®Google Scholar
• Kuyken, W., Weare, K., Ukoumunne, O. C., Vicary, R., Motton, N., Burnett, R., & Huppert, F. (2013). Effectiveness of the Mindfulness in Schools Programme: Non-randomised controlled feasibility study. British Journal of Psychiatry, 203, 126–131. doi:10.1186/s13063-017-1917-4
   PubMed Web of Science ®Google Scholar
• Lai, E. (2011). Metacognition: A research report. Retrieved from www.pearsonassessments.com/research
   Google Scholar
• Lau, N., & Hue, M. (2011). Preliminary outcomes of a mindfulness-based programme for Hong-Kong adolescents in schools: Wellbeing, stress, and depressive symptoms. International Journal of Children’s Spirituality, 16(4), 315–330. doi:10.1080/1364436X.2011.639747
   Web of Science ®Google Scholar
• Lawson, M., & Askell-Williams, H. (2011). Constructing high-quality learning in social-emotional education programs. In R. H. Shute, P. T. Slee, R. Murray-Harvey, & K. Dix (Eds), Mental health and wellbeing: Educational perspectives (pp. 249–260). Adelaide, Australia: Shannon Research Press.
   Google Scholar
• Leadbeater, B. J., & Gladstone, E. J. (2016). Supporting schools for the widespread implementation of evidence-based mental health promotion programs: What is needed? In R. H. Shute & P. T. Slee (Eds.), Mental health through schools: The way forward (pp. 27–38). Abingdon, Oxon: Routledge.
   Google Scholar
• Lendrum, A., Humphrey, N., & Greenberg, M. (2016). Implementing for success in school-based mental health promotion. In R. H. Shute & P. T. Slee (Eds.), Mental health through schools: The way forward (pp. 53–63). Abingdon, Oxon: Routledge.
   Google Scholar
• Liu, D., Wellman, H. M., Tardif, T., & Sabbagh, M. A. (2008). Theory of mind development in Chinese children: A meta-analysis of false-belief understanding across cultures and languages. Developmental Psychology, 44(2), 523–531. doi:10.1037/0012-1649.44.2.523
   PubMed Web of Science ®Google Scholar
• Luhrmann, T. M. (2011). Toward an anthropological theory of mind: Overview. Suomen Antropologi: Journal of the Finnish Anthropological Society, 36(4), 5–13.
   Google Scholar
• Luria, A. R. (1961). The role of speech in the regulation of normal and abnormal behaviour. New York, NY: Liveright.
   Google Scholar
• Nilsson, H., & Kazemi, A. (2016). Reconciling and thematizing definitions of mindfulness: The Big Five of mindfulness. Review of General Psychology, 20(2), 183–193. doi:10.1037/gpr0000074
   Web of Science ®Google Scholar
• O’Brien, G. (1997). The mind: Embodied, embedded, but not extended. Draft paper for Review Symposium on Andy Clark’s Being There: Putting brain, body and world together again. Retrieved from http://www.academia.edu/27324369/The_Mind_Embodied_Embedded_but_not_Extended
   Google Scholar
• Peterson, L., & Gannoni, A. (1992). Stop, Think, Do. Melbourne, Australia: ACER.
   Google Scholar
• Piaget, J. (1959). Language and thought of the child. London, England: Routledge.
   Google Scholar
• Piaget, J. (1972). The principles of genetic epistemology. London, England: Routledge Kegan and Paul.
   Google Scholar
• Piaget, J., & Inhelder, B. (1969). The psychology of the child. London, England: Routledge & Kegan Paul.
   Google Scholar
• Ricci, C. (2015). Mindfulness very gently moving around the world’s classrooms. The Age, April 15, 2013. Retrieved January 12, 2017, from http://www.theage.com.au/national/education/mindfulness-very-gently-moving-around-the-worlds-classrooms-20150406-1mf5wg.html
   Google Scholar
• Roeser, R., & Pinela, C. (2014). Mindfulness and compassion training in adolescence: A developmental contemplative science perspective. New Directions for Youth Development, 2014(142), 9–30. Retrieved from onlinelibrary.wiley.com
   PubMedGoogle Scholar
• Safran, J. D. (2014). McMindfulness: The marketing of well-being. Retrieved from https://www.psychologytoday.com/blog/straight-talk/201406/mcmindfulness
   Google Scholar
• Shai, D., & Belsky, J. (2017). Parental embodied mentalizing: How the nonverbal dance between parents and infants predicts children’s socio-emotional functioning. Attachment and Human Development, 19(2), 191–219. doi:10.1080/14616734.2016.1255653
   PubMed Web of Science ®Google Scholar
• Sherretz, C. E. (2011). Mindfulness in education: Case studies of mindful teachers and their teaching practices. Journal of Thought, 46 (Fall-Winter), 79–96. doi:10.2307/jthought.46.3-4.79
   Google Scholar
• Shute, R. H. (2012). Promoting mental health through schools: Is this field of development an evidence-based practice? The Psychologist, 25(10), 752–755.
   Web of Science ®Google Scholar
• Spackman, J. S., & Yanchar, S. C. (2013). Embodied cognition, representationalism, and mechanism: A review and analysis. Journal for the Theory of Social Behavior, 44, 46–79. doi:10.1111/jtsb.12028
   Web of Science ®Google Scholar
• Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.
   Google Scholar
• Thompson, E. (2015). Context matters: Steps to an embodied cognitive science of mindfulness. Retrieved from https://www.youtube.com/watch?v=OJHCae1liAI
   Google Scholar
• Van Geert, P. (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond. Psychological Review, 105(4), 634–677. doi:10.1037/0033-295X.105.4.634-677
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1934/1962). Thought and language. Cambridge, MA: MIT Press.
   Google Scholar
• Ward, D., & Stapleton, M. (2012). Es are good: Cognition as enacted, embodied, embedded, affective and extended. In F. Paglieri (Ed.), Consciousness in interaction: The role of the natural and social context in shaping consciousness (pp. 89–104). Amsterdam, Netherlands: John Benjamins.
   Google Scholar
• Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128. doi:10.1016/0010-0277(83)90004-5
   PubMed Web of Science ®Google Scholar
• Wood, D. J., & Middleton, D. J. (1975). A study of assisted problem solving. British Journal of Psychology, 66, 181–191. doi:10.1111/bjop.1975.66.issue-2
   Web of Science ®Google Scholar
• Zelazo, P. D., & Lyons, K. E. (2011). Mindfulness training in childhood. Human Development, 54, 61–65. doi:10.1159/000327548
   Web of Science ®Google Scholar