Construction of Knowledge

Reaserch Team:

Zilda Fidalgo (Project Leader)

Project's Summary:

Theory of mind, metacognition and reasoning are cognitive skills whose development is intertwined and the claim that this development is rooted in joint activity with more able members of children’s community (Vygotsky 1934/1985; Wertsch, 1985), in home and school environments, has been receiving increasing support (Camaioni, de Castro Campos and DeLemos (1984), Mercer (1995), Dunn and Brown (1993), Subbotsky, (2000); Wertsch, 1985; Bouffard e Gagné Dupuis, 1994; Kontos, 1983; Kuhn, 2000; Flavell, 2002; Batsch & Estes, 1996; Sperling et al, 2000; Mein et al, 2002; Perner, 2005).

Conveying the results of our previous studies in metacognitive knowledge development and classroom talk, this project will explore the effects of social interactions in the development of metacognitive knowledge and reasoning, by the implementation of training programs, assessment and analysis, both of children’s outcomes and interactive process during training. The development of theory of mind will be related with metacognitive knowledge, language acquisition and reasoning.

Project’s aims:

1. To identify the effects of adding metacognitive language to story texts and training in false beliefs tasks on theory of mind (Peskin & Astington, 2004; Melot & Angeard, 2003).

2. To identify the effects of training programs on metacognitive knowledge.

3. To analyse the communication process in metacognitive training.

4. To relate longitudinally early theory of mind, with metacognition and reasoning.

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