Theory of Mind in relation to Metacognition and ICTs. A metacognitive approach to ToM

Autores

  • Bamicha Victoria N.C.S.R. ‘Demokritos’, Institute of Informatics and Telecommunications – Net Media Lab & Mind-Brain R&D
  • Drigas Athanasios Institute of Informatics and Telecommunications – Net Media Lab & Mind-Brain R&D

DOI:

https://doi.org/10.36560/16420231711

Palavras-chave:

theory of mind, mindreading, metacognition

Resumo

Theory of Mind constitutes a complex cognitive ability of the individual that impulses him to acquire social knowledge. While the development of Metacognition contributes to the construction of a higher mental structure, allowing the observation, control, and readjustment of the cognitive mechanism with the aim of its optimal performance. The present study investigates the existence of correlation and mutual influence between the two functions. Survey results show that Tom and Metacognition are connected and interact with each other in man's social, cognitive, and evolutionary course, forming two mental processes of outstanding importance for his well-being. Additionally, the predictive power of ToM in the development of Metacognition is highlighted.

Referências

Alexopoulou, A, Batsou, A, Drigas, A. (2019). Resilience and academic underachievement in gifted students: causes, consequences and strategic methods of prevention and intervention. International Journal of Online and Biomedical Engineering (iJOE), vol. 15, no. 14, pp. 78. https://doi.org/10.3991/ijoe.v15i14.11251

Anagnostopoulou, P. & Drigas. A. (2020). ICTs, Mindfulness and Emotional Intelligence in Inter-National Educational Policies. International Journal of Recent Contributions from Engineering Science & IT, 8 (4), 48-60. https://doi.org/10.3991/ijes.v8i4.18543

Anagnostopoulou, P., Alexandropoulou, V., Lorentzou, G., Lykothanasi, A., Ntaountaki, P., & Drigas, A. (2020). Artificial intelligence in autism assessment. International Journal of Emerging Technologies in Learning, 15(6), 95-107. https://doi.org/10.3991/ijet.v15i06.11231

Angelopoulou, E. Drigas, A. (2021). Working Memory, Attention and their Relationship: A theoretical Overview. Research. Society and Development,10(5), 1-8. https://doi.org/10.33448/rsd-v10i5.15288

Apperly, I. A. (2012) What is “theory of mind”? Concepts, cognitive processes and individual differences. The Quarterly Journal of Experimental Psychology, 65(5), 825-839. https://doi.org/10.1080/17470218.2012.676055

Astington, J. W. & Jenkins, J. M. (1995). Theory of mind development and social understanding. Cognition & Emotion, 9 (2-3), 151-165. https://doi.org/10.1080/02699939508409006

Aydin, U., & Özgeldi, M. (2019). Unpacking the Roles of Metacognition and Theory of Mind in Turkish Undergraduate Students’ Academic Achievement: A Test of Two Mediation Models. Croatian Journal of Education: Hrvatski časopis zaodgoj i obrazovanje, 21(4), 1333-1365. https://doi.org/10.15516/cje.v21i4.3303

[Bakola, L. N., Rizos, N. D. & Drigas, A. S. (2019). ICTs for Emotional and Social Skills Development for Children with ADHD and ASD Co-existence. International Journal of Emerging Technologies in Learning, 14 (5), 122-131. https://doi.org/10.3991/ijet.v14i05.9430

Bakola, L., Chaidi, I., Drigas, A., Skianis, C., & Karagiannidis, C. (2022). Women with Special Educational Needs. Policies & ICT for Integration & Equality. Technium Soc. Sci. J., 28, 67. https://orcid.org/0000-0001-5637-9601

Bamicha, V., & Drigas, A. (2022a). The Evolutionary Course of Theory of Mind-Factors That Facilitate or Inhibit Its Operation & the Role of ICTs. Technium Soc. Sci. J., 30, 138. https://doi.org/10.47577/tssj.v30i1.6220

Bamicha, V., & Drigas, A. (2022b). ToM & ASD: The interconnection of Theory of Mind with the social-emotional, cognitive development of children with Autism Spectrum Disorder. The use of ICTs as an alternative form of intervention in ASD. Technium Social Sciences Journal, 33, 42-72. https://doi.org/10.47577/tssj.v33i1.6845

Baglio, F., & Marchetti, A. (2016). When (and How) is theory of mind useful? evidence from life-span research. Frontiers in psychology, 7, 1425. https://doi.org/10.3389/fpsyg.2016.01425

Bargh, J. A., & Morsella, E. (2008). The unconscious mind. Perspectives on psychological science, 3(1), 73-79. https://doi.org/10.1111/j.1745-6916.2008.00064.x

Bartsch, K., & Estes, D. (1996). Individual differences in children's developing theory of mind and implications for metacognition. Learning and individual differences, 8(4), 281-304. https://doi.org/10.1016/S1041-6080(96)90020-5

Battistelli, P., & Farneti, A. (2015). When the theory of mind would be very useful. Frontiers in Psychology, 6, 1449. https://doi.org/10.3389/fpsyg.2015.01449

Bednarz, H.M., Trapani, J.A, & Kana, R. K. (2020). Metacognition and behavioral regulation predict distinct aspects of social functioning in autism spectrum disorder. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 26(7), 953-981. https://doi.org/10.1080/09297049.2020.1745166

Bernard, S., Proust, J., & Clément, F. (2015). Procedural metacognition and false belief understanding in 3-to 5-year-old children. PloS one, 10(10), e0141321. https://doi.org/10.1371/journal.pone.0141321

Boucher, J. (2012). Putting theory of mind in its place: psychological explanations of the socioemotional-communicative impairments in autistic spectrum disorder. Autism, 16(3) 226–246. https://doi.org/10.1177%2F1362361311430403

Carbonero Martín, M. Á., Sáiz Manzanares, M. C., & Román Sánchez, J. M. (2013). Effect of a metacognitive training program of mentalist skills. Psicothema. https://doi.org/10.7334/psicothema2011.192

Carlson, S. M., Koenig, M. A. & Harms, M. B. (2013). Theory of mind. WIREs COGNITIVE SCIENCE, 4 (4), 391–402. https://doi.org/10.1002/wcs.1232

Carruthers, P. (2009a). How we know our own minds: The relationship between mindreading and metacognition. Behavioral and Brain Sciences, 32(02), 121. https://doi.org/10.1017/s0140525x09000545

Carruthers, P. (2009 b). Mindreading underlies metacognition. Behavioral and Brain Sciences, 32(2), 164-182. https://doi.org/10.1017/S0140525X09000831

Carruthers, P., Fletcher, L., & Ritchie, J. B. (2012). The evolution of self-knowledge. Philosophical Topics, 40(2), 13-37. https://doi.org/10.5840/philtopics201240212

Chaidi, I., & Drigas, A. (2020). Autism, Expression, and Understanding of Emotions: Literature Review. iJOE, 16(2), 95. https://doi.org/10.3991/ijoe.v16i02.11991

Chaidi, I., & Drigas, A. (2020). Parents' Involvement in the Education of their Children with Autism: Related Research and its Results. International Journal Of Emerging Technologies In Learning (Ijet), 15(14), 194-203. https://doi.org/10.3991/ijet.v15i14.12509

Chaidi I, Drigas, A., (2022). Digital games & special education Technium Social Sciences Journal 34, 214-236. https://orcid.org/0000-0001-5637-9601

Chaidi I, Drigas, A., (2022). Digital games & special education Technium Social Sciences Journal 34, 214-236. https://doi.org/10.47577/tssj.v34i1.7054

Chatzipanteli, A., Grammatikopoulos, V., & Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. Early child development and care, 184(8), 1223-1232. https://doi.org/10.1080/03004430.2013.861456

Denham, S. A., Hideko H. Bassett, H. H., Zinsser, K. & Wyatt, T. M. (2014). How Preschoolers' Social–Emotional Learning Predicts Their Early School Success: Developing Theory‐Promoting, Competency‐Based Assessments. Infant and Child Development, 23 (4), 426–454. https://doi.org/10.1002/icd.1840

Destan, N., Hembacher, E., Ghetti, S., & Roebers, C. M. (2014). Early metacognitive abilities: The interplay of monitoring and control processes in 5-to 7-year-old children. Journal of experimental child psychology, 126, 213-228. https://doi.org/10.1016/j.jecp.2014.04.001

Dimaggio, G., Lysaker, P. H., Carcione, A., Nicolò, G., & Semerari, A. (2008). Know yourself and you shall know the other… to a certain extent: multiple paths of influence of self-reflection on mindreading. Consciousness and cognition, 17(3), 778-789. https://doi.org/10.1016/j.concog.2008.02.005

Doulou, A., & Drigas, A. (2022). Electronic, VR & Augmented Reality Games for Intervention in ADHD. Technium Soc. Sci. J., 28, 159. https://doi.org/10.47577/tssj.v28i1.5728

Driga, A.M., and Drigas, A.S. (2019). “ADHD in the Early Years: Pre-Natal and Early Causes and Alternative Ways of Dealing.” International Journal of Online and Biomedical Engineering (IJOE), vol. 15, no. 13, p. 95. https://doi.org/10.3991/ijoe.v15i13.11203

Drigas, A. S., Vrettaros, L. Stavrou, D. Kouremenos, (2004). E-learning Environment for Deaf people in the E-Commerce and New Technologies Sector, WSEAS Transactions on Information Science and Applications, Issue 5, Volume 1.

Drigas, A. S., Stavridis, G., & Koukianakis, L. (2004). A Modular Environment for E-learning and E-psychology Applications. WSEAS Transactions on Computers, 3(6), 2062-2067.

Drigas A.S., Kouremenos D (2005) An e-learning system for the deaf people. In: WSEAS transaction on advances in engineering education, vol 2, issue 1, pp 20–24 https://doi.org/10.1109/ITHET.2005.1560236

Drigas, A. S., Vrettaros, J. & Kouremenos, D. (2005). “An e-learning management system for the deaf people,” AIKED ’05: Proceedings of the Fourth WSEAS International Conference on Artificial Intelligence, Knowledge Engineering Data Bases, article number 28.

Drigas, A. S., Koukianakis, L. G., & Papagerasimou, Y. V. (2005). A system for e-inclusion for individuals with sight disabilities. Wseas transactions on circuits and systems, 4(11), 1776-1780.

Drigas, A., Koukianakis, L., & Papagerasimou, Y. (2006, October). An e-learning environment for nontraditional students with sight disabilities. In Proceedings. Frontiers in Education. 36th Annual Conference (pp. 23-27). IEEE. https://doi.org/10.1109/FIE.2006.322633

Drigas, A. S., & Koukianakis, L. G. (2006). An open distance learning e-system to support SMEs e-enterprising. WSEAS Transactions on Information Science and Applications, 3(3), 526-531.

Drigas, A., & Koukianakis, L. (2009, September). Government online: an e-government platform to improve public administration operations and services delivery to the citizen. In World Summit on Knowledge Society (pp. 523-532). Springer, Berlin, Heidelberg.

Drigas, A., & Dourou, A. (2013). A Review on ICTs, E-Learning and Artificial Intelligence for Dyslexicâ?? s Assistance. International Journal of Emerging Technologies in Learning (iJET), 8(4), 63-67. http://dx.doi.org/xxx

Drigas, A., Leliopoulos, P. (2013). Business to consumer (B2C) e-commerce decade evolution. Int. J. Know. Soc. Res. (IJKSR) 4(4), 1–10.

Drigas, A., & Papanastasiou, G. (2014). Interactive White Boards in Preschool and Primary Education. International Journal of Online and Biomedical Engineering (iJOE), 10(4), 46–51. https://doi.org/10.3991/ijoe.v10i4.3754

Drigas, A., & Kostas, I. (2014). On Line and other ICTs Applications for teaching math in Special Education. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 2(4), pp-46. http://dx.doi.org/10.3991/ijes.v2i4.4204

Drigas, A., Kokkalia, G. & Lytras, M. D. (2015). Mobile and Multimedia Learning in Preschool Education. J. Mobile Multimedia, 11(1/2), 119–133.

Drigas A., Pappas M, and Lytras M., (2016). “Emerging technologies for ict based education for dyscalculia: Implications for computer engineering education,” International Journal of Engineering Education, vol. 32, no. 4, pp. 1604–1610.

Drigas, A., & Vlachou, J. A. (2016). Information and communication technologies (ICTs) and autistic spectrum disorders (ASD). International Journal of Recent Contributions from Engineering, Science & IT (iJES), 4(1), 4-10. http://dx.doi.org/10.3991/ijes.v4i1.5352

Drigas, A. & Kokkalia, G. (2017). ICTs and Special Education in Kindergarten. International Journal of Emerging Technologies in Learning 9 (4), 35–42. http://dx.doi.org/10.3991/ijet.v9i4.3662

Drigas, A., & Kontopoulou, M. T. L. (2016). ICTs based Physics Learning. International Journal of Engineering Pedagogy (iJEP), 6(3), 53-59. https://doi.org/10.3991/ijep.v6i3. 5899

Drigas, A. S. & Papas, M. A. (2017). The Consciousness-Intelligence-Knowledge Pyramid: An 8x8 Layer Model. International Journal of Recent Contributions from Engineering Science & IT, 5(3), 14-25. https://doi.org/10.3991/ijes.v5i3.7680

Drigas, A. S. & Papoutsi, C. (2018). A New Layered Model on Emotional Intelligence. Behavioral Sciences, 8(5), 45. https://doi.org/10.3390/bs8050045

Drigas, A. S. and Politi-Georgousi, S. (2019). Icts as a distinct detection approach for dyslexia screening: A contemporary view. International Journal of Online and Biomedical Engineering (iJOE), 15(13):46–60. https://doi.org/10.3991/ijoe.v15i13.11011

Drigas, A. S., Karyotaki, M., & Skianis, C. (2018). An Integrated Approach to Neuro-development, Neuroplasticity and Cognitive Improvement. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 6(3), 4-18.

Drigas, A. S., & Karyotaki, M. (2019). A Layered Model of Human Consciousness. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 7(3), 41- 50. https://doi.org/10.3991/ijes.v7i3.11117

Drigas, A. & Mitsea, E. (2020a). The Triangle of Spiritual Intelligence, Metacognition and Consciousness. International Journal of Recent Contributions from Engineering Science & IT, 8(1), 4-23. https://doi.org/10.3991/ijes.v8i1.12503

Drigas A., Papoutsi C. (2020). The Need for Emotional Intelligence Training Education in Critical and Stressful Situations: The Case of COVID-19. Int. J. Recent Contrib. Eng. Sci. IT 8 (3), 20–35. 10.3991/ijes.v8i3.1723 https://doi.org/10.3991/ijes.v8i3.172355

Drigas, A. & Mitsea, E. (2020b). A Metacognition Based 8 Pillars Mindfulness Model and Training Strategies. International Journal of Recent Contributions from Engineering Science & IT, 8(4), 4-17. https://doi.org/10.3991/ijes.v8i4.17419

Drigas, A. & Mitsea, E. (2020c). The 8 Pillars of Metacognition. International Journal of Recent Contributions from Engineering Science & IT, 15(21), 162-178. https://doi.org/10.3991/ijet.v15i21.14907

Drigas, A., Kokkalia, G. & Economou, A. (2021). An 8-Layer Model for Metacognitive Skills in Kindergarten. NEUROLOGY AND NEUROBIOLOGY, 4(1), 2-10. http://dx.doi.org/10.31487/j.NNB.2021.01.01

Drigas, A., & Mitsea, E. (2021). Metacognition, stress-relaxation balance & related hormones. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 9(1), 4–16. https://doi.org/10.3991/ijes.v9i1.19623

Drigas, A., & Mitsea, E. (2021). 8 Pillars X 8 Layers Model of Metacognition: Educational Strategies, Exercises &Trainings. International Journal of Online & Biomedical Engineering, 17(8). https://doi.org/10.3991/ijoe.v17i08.23563

Drigas, A., & Mitsea, E. (2021). Neuro-Linguistic Programming & VR via the 8 Pillars of Metacognition X 8 Layers of Consciousness X 8 Intelligences. Technium Soc. Sci. J., 26, 159.

Drigas, A., Mitsea, E., & Skianis, C. (2021). The Role of Clinical Hypnosis and VR in Special Education. International Journal of Recent Contributions from Engineering Science & IT (iJES), 9(4), 4-17. https://doi.org/10.3991/ijes.v9i4.26147

Drigas, A., & Mitsea, E. (2022). Breathing: a Powerfull Tool for Physical & Neuropsychological Regulation. The role of Mobile Apps. Technium Soc. Sci. J., 28, 135. https://orcid.org/0000-0001-5637-9601

Drigas, A., Mitsea, E., & Skianis, C. (2022a). Clinical Hypnosis & VR, Subconscious Restructuring-Brain Rewiring & the Entanglement with the 8 Pillars of Metacognition X 8 Layers of Consciousness X 8 Intelligences. International Journal of Online & Biomedical Engineering, 18(1). https://doi.org/10.3991/ijoe.v18i01.26859

Drigas, A., Mitsea, E., & Skianis, C. (2022b). Subliminal Training Techniques for Cognitive, Emotional and Behavioral Balance. The Role of Emerging Technologies. Technium Soc. Sci. J., 33, 164. https://doi.org/10.47577/tssj.v33i1.6881

Ebert, S. (2015). Longitudinal relations between theory of mind and metacognition and the impact of language. Journal of Cognition and Development, 16(4), 559-586. https://doi.org/10.1080/15248372.2014.926272

Efklides, A., & Misailidi, P. (2010). Introduction: The present and the future in metacognition. In Trends and prospects in metacognition research (pp. 1-18). Springer, Boston, MA. https://psycnet.apa.org/doi/10.1007/978-1-4419-6546-2_1

Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277. https://psycnet.apa.org/doi/10.1027/1016-9040.13.4.277

Efklides, A., & Misailidi, P. (2019). Emotional self-regulation in the early years: The role of cognition, metacognition and social interaction. The Sage handbook of developmental psychology and early childhood education, 502-516.

Feurer, E., Sassu, R., Cimeli, P., & Roebers, C. (2015). Development of meta-representations: Procedural metacognition and the relationship to theory of mind. Journal of Educational and Developmental Psychology, 5(1), 6-18. http://dx.doi.org/10.5539/jedp.v5n1p6

Fitzpatrick, P., Frazier, J.A., Cochran, D., Mitchell, T., Coleman, C. and Schmidt, R.C. (2018). Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism. Frontiers in Psychology, 9:1337. https://doi.org/10.3389/fpsyg.2018.01337

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American psychologist, 34(10), 906. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906

Flavell, J. H. (1993). Young children's understanding of thinking and consciousness. Current Directions in Psychological Science, 2(2), 40-43. https://doi.org/10.1111/1467-8721.ep10770682

Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly (1982-), 274-290.

Flavell, J. H., Green, F. L., Flavell, E. R., Harris, P. L., & Astington, J. W. (1995). Young children's knowledge about thinking. Monographs of the society for research in child development, i-113. https://doi.org/10.2307/1166124

Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual review of psychology, 50, 21. https://doi.org/10.1146/annurev.psych.50.1.21

Flavell, J. H., Green, F. L., & Flavell, E. R. (2000). Development of children's awareness of their own thoughts. Journal of Cognition and Development, 1(1), 97-112. https://doi.org/10.1207/S15327647JCD0101N_10

Flavell, J. H., Flavell, E. R., & Green, F. L. (2001). Development of children's understanding of connections between thinking and feeling. Psychological science, 12(5), 430-432. https://doi.org/10.1111/1467-9280.00379

Frith, C. D., & Frith, U. (1999). Interacting minds--a biological basis. Science, 286(5445), 1692-1695.

Frith, C. D., & Frith, U. (2012). Mechanisms of social cognition. Annual Review of Psychology, 63, 287–313. https://doi.org/10.1146/annurev-psych-120710-100449

Frith, C. D. (2012). The role of metacognition in human social interactions. Philosophical Transactions: Biological Sciences, 367 (1599), 2213-2223. https://www.jstor.org/stable/23250498

Gakis, M., Cichoń, E., Cyrkot, T., & Szczepanowski, R. (2018). Consciousness and Social Cognition from an Interactionist Perspective: A New Approach on Understanding Normal and Abnormal Relations between Metacognition and Mindreading. In Prefrontal Cortex. Intech Open. http://dx.doi.org/10.5772/intechopen.79584

Galitskaya, V., & Drigas, A. (2021). The importance of working memory in children with Dyscalculia and Ageometria. Scientific Electronic Archives, 14(10). http://dx.doi.org/10.36560/141020211449

Goupil, L., & Kouider, S. (2019). Developing a reflective mind: from core metacognition to explicit self-reflection. Current Directions in Psychological Science, 28(4), 403-408. https://doi.org/10.1177/0963721419848672

Grainger, C., Williams, D., & Lind, S. (2016). Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy. Consciousness and Cognition, 42: 65-74. https://doi.org/10.1016/j.concog.2016.03.003

Hamilton, K., Hoogenhout, M. & Malcolm-Smith, S. (2016). Neurocognitive considerations when assessing Theory of Mind in Autism Spectrum Disorder. Journal of Child & Adolescent Mental Health, 28(3), 233-241. http://dx.doi.org/10.2989/17280583.2016.1268141

Hughes, C., & Devine, R. T. (2015). Individual differences in theory of mind from preschool to adolescence: Achievements and directions. Child Development Perspectives, 9(3), 149-153. https://psycnet.apa.org/doi/10.1111/cdep.12124

Hussain, D. (2015). Meta-cognition in mindfulness: A conceptual analysis. In Psychological Thought (Vols. 8, Issues 2, pp. 132–141). PsychOpen GOLD. https://doi.org/10.23668/psycharchives.1972

Jones, J., Souchay, C., Moulin, C., Reynolds, S., & Adlam, A. L. (2019). Children’s CBT skills, metacognition, empathy, and theory of mind. Journal of Children's Services. https://doi.org/10.1108/JCS-12-2017-005 2

Jost, J. T., Kruglanski, A. W., & Nelson, T. O. (1998). Social metacognition: An expansionist review. Personality and Social Psychology Review, 2(2), 137-154. https://doi.org/10.1207/s15327957pspr0202_6

Kalbe, E., Schlegel, M., Sack, A. T., Nowak, D. A., Dafotakis, M., Bangard, C., Brand, M., Shamay-Tsoory. S., Onur, O. A. & Kessler. J. (2009). Dissociating cognitive from affective theory of mind: A TMS study. Cortex, 46 (6), 769–780. https://doi.org/10.1016/j.cortex.2009.07.010

Kanske, P. (2018). The social mind: disentangling affective and cognitive routes to understanding others. Interdisciplinary Science Reviews, 43(2), 115-124. https://doi.org/10.1080/03080188.2018.1453243

Kapsi, S., Katsantoni, S., & Drigas, A. (2020). The Role of Sleep and Impact on Brain and Learning. Int. J. Recent Contributions Eng. Sci. IT, 8(3), 59-68. https://doi.org/10.3991/ijes.v8i3.17099

Karyotaki, M., & Drigas, A. (2015). Online and other ICT Applications for Cognitive Training and Assessment. International Journal of Online and Biomedical Engineering. 11(2), 36-42. http://dx.doi.org/10.3991/ijoe.v11i2.4360

Karyotaki, M., & Drigas, A. (2016). Latest trends in problem solving assessment. International Journal of Recent contributions from Engineering, Science & IT (iJES), 4(2), 4-10. http://dx.doi.org/10.3991/ijes.v4i2.5800

Karyotaki, M., Bakola, L., Drigas, A., & Skianis, C. (2022). Women's Leadership via Digital Technology and Entrepreneurship in business and society. Technium Soc. Sci. J., 28, 246. https://orcid.org/0000-0003-3764-8268

Kim, S., Sodian, B., Paulus, M., Senju, A., Okuno, A., Ueno, M., ... & Proust, J. (2020). Metacognition and mindreading in young children: A cross-cultural study. Consciousness and Cognition, 85, 103017.

Kloo, D., Sodian, B., Kristen‐Antonow, S., Kim, S., & Paulus, M. (2021). Knowing minds: Linking early perspective taking and later metacognitive insight. British Journal of Developmental Psychology, 39(1), 39-53. https://doi.org/10.1111/bjdp.12359

Kokkalia G, Drigas A, Economou A (2016). Mobile learning for preschool education. International Journal of Interactive Mobile Technologies10(4). https://doi.org/10.3991/ijim.v10i4.6021

Kokkalia, G., Drigas, A., & Economou, A. (2016). The role of games in special preschool education. International Journal of Emerging Technologies in Learning (iJET), 11(12), 30-35. https://doi.org/10.3991/ijet.v11i12.5945

Kokkalia, G., Drigas, A., Economou, A., Roussos, P., & Choli, S. (2017). The use of serious games in preschool education. International Journal of Emerging Technologies in Learning, 12(11), 15-27. https://doi.org/10.3991/ijet.v12i11.6991

Kokkalia, G., Drigas, A. Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11), 4-18. https://doi.org/10.3991/ijet.v14i11.10090

Kontostavlou, E.Z., & Drigas, A.S. (2019). The Use of Information and Communications Technology (ICT) in Gifted Students. International Journal of Recent Contributions from Engineering, Science and IT, 7(2), 60-67. doi:10.3991/ijes.v7i2.10815 https://doi.org/10.3991/ijes.v7i2.10815

Koriat, A., & Ackerman, R. (2010). Metacognition and mindreading: Judgments of learning for self and other during self-paced study. Consciousness and cognition, 19(1), 251-264. https://doi.org/10.1016/j.concog.2009.12.010

Kuhn, D. (2000). Metacognitive development. Current directions in psychological science, 9(5), 178-181. https://doi.org/10.1111/1467-8721.00088

Lai, E. R. (2011). Metacognition: A literature review. Always learning: Pearson research report, 24, 1-40.

Lavis, L., & Mahy, C. E. (2021). “I’ll remember everything no matter what!”: The role of metacognitive abilities in the development of young children’s prospective memory. Journal of Experimental Child Psychology, 207, 105117. https://doi.org/10.1016/j.jecp.2021.105117

Lecce, S., Zocchi, S., Pagnin, A., Palladino, P., & Taumoepeau, M. (2010). Reading minds: The relation between children’s mental state knowledge and their metaknowledge about reading. Child Development, 81(6), 1876-1893. https://doi.org/10.1111/j.1467-8624.2010.01516.x

Lecce, S., Bianco, F., Demicheli, P., & Cavallini, E. (2014). Training preschoolers on first‐order false belief understanding: Transfer on advanced ToM skills and metamemory. Child Development, 85(6), 2404-2418. https://doi.org/10.1111/cdev.1226

Lecce, S., Demicheli, P., Zocchi, S., & Palladino, P. (2015). The origins of children’s metamemory: The role of theory of mind. Journal of Experimental Child Psychology, 131, 56-72. https://doi.org/10.1016/j.jecp.2014.11.005

Lockl, K., & Schneider, W. (2006). Precursors of metamemory in young children: The role of theory of mind and metacognitive vocabulary. Metacognition and Learning, 1(1), 15-31. DOI 10.1007/s11409-006-6585-9

Lockl, K., & Schneider, W. (2007). Knowledge about the mind: Links between theory of mind and later metamemory. Child Development, 78(1), 148-167. https://doi.org/10.1111/j.1467-8624.2007.00990.x

Lyon, T. D., & Flavell, J. H. (1994). Young children's understanding of “remember” and “forget”. Child Development, 65(5), 1357-1371. https://doi.org/10.1111/j.1467-8624.1994.tb00821.x

Lytra, N., & Drigas, A. (2021). STEAM education-metacognition–Specific Learning Disabilities. Scientific Electronic Archives, 14(10). http://dx.doi.org/10.36560/141020211442

McMahon, C. M., Henderson, H. A., Newell, L., Jaime, M., & Mundy, P. (2016). Metacognitive awareness of facial affect in higher-functioning children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(3): 882–898. https://doi.org/10.1007/s10803-015-2630-3

Miranda, A., Berenguer. C., Roselló, B., Baixauli, I. & Colomer, C. (2017). Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive Functions. Frontiers in Psychology, 8:1035. https://doi.org/10.3389/fpsyg.2017.01035

Misailidi, P (2003). Children's Theory of Mind. Athens: TYPOTHITO.

Misailidi, P. (2010). Children’s Metacognition and Theory of Mind: Bridging the Gap. In: Efklides A., Misailidi P. (eds) Trends and Prospects in Metacognition Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6546-2_13

Misailidi, P (2011). COMPREHENSION OF ΜΕΤΑCOGNITIVE TERMS AND THEORY OF MIND: A STUDY OF THE RELATIONSHIP OF THE TWO ABILITIES IN PRESCHOOL AGE. Hellenic Journal of Psychology, 8:168-192.https://pseve.org/wpcontent/uploads/2018/03/Volume08_Issue2_Misailidi.pdf

Mitsea, E., Lytra, N., Akrivopoulou, A., & Drigas, A. (2020). Metacognition, Mindfulness and Robots for Autism Inclusion. Int. J. Recent Contributions Eng. Sci. IT, 8(2), 4-20. https://doi.org/10.3991/ijes.v8i2.14213

Mitsea, E., Drigas, A. & Mantas, P. (2021). Soft Skills & Metacognition as Inclusion Amplifiers in the 21st Century. International Journal of Online & Biomedical Engineering, 17 (4), 121-132. https://doi.org/10.3991/ijoe.v17i04.20567

Mitsea, E., Drigas, A., & Skianis, C. (2022a). Mindfulness Strategies for Metacognitive Skills Training in Special Education: The Role of Virtual Reality. Technium Soc. Sci. J., 35, 232. https://doi.org/10.47577/tssj.v35i1.7275

Mitsea, E., Drigas, A., & Skianis, C. (2022b). Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training. Technium Soc. Sci. J., 31, 153. https://doi.org/10.47577/tssj.v31i1.6471

Moshman, D. (2018). Metacognitive theories revisited. Educational Psychology Review, 30(2), 599-606. https://psycnet.apa.org/doi/10.1007/s10648-017-9413-7

Nader-Grosbois, N., & Mazzone, S. (2014). Emotion Regulation, Personality and Social Adjustment in Children with Autism Spectrum Disorders. Psychology, 5(15), 1750-1767. http://dx.doi.org/10.4236/psych.2014.515182

Nicholson, T., Williams, D. M., Lind, S. E., Grainger, C., & Carruthers, P. (2021). Linking metacognition and mindreading: Evidence from autism and dual-task investigations. Journal of Experimental Psychology: General, 150(2), 206. https://psycnet.apa.org/doi/10.1037/xge0000878

Norman, E., Pfuhl, G., Sæle, R. G., Svartdal, F., Låg, T., & Dahl, T. I. (2019). Metacognition in psychology. Review of General Psychology, 23(4), 403-424. https://doi.org/10.1177/1089268019883821

Norman, E. (2020). Why metacognition is not always helpful. Frontiers in psychology, 1537. https://doi.org/10.3389/fpsyg.2020.01537

Papleontiou-Louca, E. (2002). Metacognition: Its meaning and teaching. Magazine "Modern Education ", 127, 59 -64.

Papleontiou-Louca, E. (2003). The concept and instruction of metacognition. Teacher development, 7(1), 9-30. https://doi.org/10.1080/13664530300200184

Papaleontiou-Louca, E. (2019). Do children know what they know? Metacognitive awareness in preschool children. New ideas in Psychology, 54, 56-62. https://doi.org/10.1016/j.newideapsych.2019.01.005

Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2018). Patient-centric ICTs based healthcare for students with learning, physical and/or sensory disabilities. Telematics and Informatics, 35(4), 654-664. https://doi.org/10.1016/j.tele.2017.09.002

Papanastasiou, G., Drigas, A., Skianis, C., and Lytras, M. (2020). Brain computer interface-based applications for training and rehabilitation of students with neurodevelopmental disorders. A literature review. Heliyon 6:e04250. https://doi.org/10.1016/j.heliyon.2020.e04250

Pappas, M.A., & Drigas, A.S. (2015). ICT based screening tools and etiology of dyscalculia. International Journal of Engineering Pedagogy, 3, 61-66. http://dx.doi.org/10.3991/ijep.v5i3.4735

Pappas, M., & Drigas, A. (2016). Incorporation of artificial intelligence tutoring techniques in mathematics. International Journal of Engineering Pedagogy, 6(4), 12–16. https://doi.org/10.3991/ijep.v6i4.6063

Papoutsi, C. & Drigas, A. (2016). Games for Empathy for Social Impact. International Journal of Engineering Pedagogy 6(4), 36-40. https://doi.org/10.3991/ijep.v6i4.6064

Papoutsi, C. and Drigas, A. (2017) Empathy and Mobile Applications. International Journal of Interactive Mobile Technologies 11. 57. https://doi.org/10.3991/ijim.v11i3.6385

Papoutsi, C., Drigas, A., & Skianis, C. (2019). Emotional intelligence as an important asset for HR in organizations: Attitudes and working variables. International Journal of Advanced Corporate Learning, 12(2), 21–35. https://doi.org/10.3991/ijac.v12i2.9620

Papoutsi, C., Drigas, A., & Skianis, C. (2021). Virtual and augmented reality for developing emotional intelligence skills. Int. J. Recent Contrib. Eng. Sci. IT (IJES), 9(3), 35-53. https://doi.org/10.3991/ijes.v9i3.23939

Pappas, M. A., Drigas, A. S., Papagerasimou, Y., Dimitriou, H., Katsanou, N., Papakonstantinou, S., & Karabatzaki, Z. (2018). Female entrepreneurship and employability in the digital era: The case of Greece. Journal of Open Innovation: Technology, Market, and Complexity, 4(2), 15.

Pappas, M., Demertzi, E., Papagerasimou, Y., Koukianakis, L., Kouremenos, D., Loukidis, I. and Drigas, A. (2018). E-Learning for deaf adults from a user-centered perspective. Education Sciences 8(206): 3-15. https://doi.org/10.3390/educsci8040206

Pappas, M. A., Demertzi, E., Papagerasimou, Y., Koukianakis, L., Voukelatos, N., & Drigas, A. (2019). Cognitive-based E-learning design for older adults. Social Sciences, 8(1), 6.https://doi.org/10.3390/socsci801000

Pappas, M. A., & Drigas, A. S. (2019). Computerized Training for Neuroplasticity and Cognitive Improvement. Int. J. Eng. Pedagog., 9(4), 50-62. https://doi.org/10.3991/ijep.v9i4.10285

Paulus, M., Tsalas, N., Proust, J., & Sodian, B. (2014). Metacognitive monitoring of oneself and others: Developmental changes during childhood and adolescence. Journal of Experimental Child Psychology, 122, 153-165. https://doi.org/10.1016/j.jecp.2013.12.011

Proust, J. (2007). Metacognition and metarepresentation: is a self-directed theory of mind a precondition for metacognition?. Synthese, 159(2), 271-295. https://doi.org/10.1007/s11229-007-9208-3

Proust, J. (2019). From comparative studies to interdisciplinary research on metacognition. Animal Behavior and Cognition, 6(4), 309-328. https://doi.org/10.26451/abc.06.04.10.2019

Rohwer, M., Kloo, D., & Perner, J. (2012). Escape from metaignorance: How children develop an understanding of their own lack of knowledge. Child development, 83(6), 1869-1883. https://doi.org/10.1111/j.1467-8624.2012.01830.x

Sabbagh, M., & Bowman, L. C. (2018). Theory of mind. Stevens’ handbook of experimental psychology and cognitive neuroscience, 4, 249-288. https://doi.org/10.1002/9781119170174.epcn408

Schneider, D., Nott, Z. E., & Dux, P. E. (2014). Task instructions and implicit theory of mind. Cognition, 133 (1), 43-47. https://doi.org/10.1016/j.cognition.2014.05.016

Schneider, W., & Löffler, E. (2016). The development of metacognitive knowledge in children and adolescents. In J. Dunlosky & S. K. Tauber (Eds.), The Oxford handbook of metamemory (pp. 491–518). Oxford University Press. DOI: 10.1093/oxfordhb/9780199336746.013.10

Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational psychology review, 7(4), 351-371. http://www.springerlink.com/content/1040-726X

Sebastian, C. L., Fontaine, NMG, Bird, G., Sarah-Jayne Blakemore, S-G, De Brito, SA, McCrory, E. JP, & Viding, E. (2012). Neural processing associated with cognitive and affective Theory of Mind in adolescents and adults. Social Cognitive and Affective Neuroscience, 7 (1), 53 – 63. https://doi.org/10.1093/scan/nsr023

Stathopoulou, A., Karabatzaki, Z., Kokkalia, G., Dimitriou, E., Loukeri, P.I., Economou, A., and Drigas, A. (2018). Mobile assessment procedures for mental health and literacy skills in education. International Journal of Interactive Mobile Technologies (iJIM), 12(3):21-37. https://doi.org/10.3991/ijim.v12i3.8038

Stathopoulou A., Loukeris D., Karabatzaki Z., Politi E., Salapata Y., and Drigas, A. S., (2020) “Evaluation of Mobile Apps Effectiveness in Children with Autism Social Training via Digital Social Stories,” Int. J. Interact. Mob. Technol. (iJIM); Vol 14, No 03. https://doi.org/10.3991/ijim.v14i03.10281

Stathopoulou A, Karabatzaki Z, Tsiros D, Katsantoni S, Drigas A, (2022). Mobile apps the educational solution for autistic students in secondary education International Association of Online Engineering. https://doi.org/10.3991/ijim.v13i02.9896

Stavridou Th., Driga, A.M., Drigas, A.S., (2021). Blood Markers in Detection of Autism, International Journal of Recent Contributions from Engineering Science & IT (iJES) 9(2):79-86. https://doi.org/10.3991/ijes.v9i2.21283

Smortchkova, J., & Shea, N. (2020). Metacognitive development and conceptual change in children. Review of Philosophy and Psychology, 11(4), 745-763. https://psycnet.apa.org/doi/10.1007/s13164-020-00477-7

Snyder, H. (2019). "Literature review as a research methodology: An overview and guidelines," Journal of Business Research, Elsevier, 104(C), 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039

Sodian, B., & Frith, U. (2008). Metacognition, theory of mind, and self‐control: The relevance of high‐level cognitive processes in development, neuroscience, and education. Mind, Brain, and Education, 2(3), 111–113. https://doi.org/10.1111/j.1751-228X.2008.00040.x

Sodian, B. (2011). Theory of Mind in Infancy. CHILD DEVELOPMENT PERSPECTIVES, 5(1), 39–43. https://doi.org/10.1111/j.1750-8606.2010.00152.x

Tan, L. B., Lo, B. C., & Macrae, C. N. (2014). Brief mindfulness meditation improves mental state attribution and empathizing. PloS one, 9(10), e110510. https://psycnet.apa.org/doi/10.1037/cns0000081

Theodorou, P., & Drigas, A. S. (2017). ICTs and Music in Generic Learning Disabilities. International Journal of Emerging Technologies in Learning, 12(4). https://doi.org/10.3991/ijet.v12i04.6588

Vrettaros, J., Tagoulis, A., Giannopoulou, N., & Drigas, A. (2009). An empirical study on the use of Web 2.0 by Greek adult instructors in educational procedures. World Summit on Knowledge System (WSKS), 49, 164-170. http://dx.doi.org/10.1007/978-3-642-04757-2_18

Zachou, V., Tattou, B. & Platsidou, M. (2014). The Development of Theory of Mind in People with Mental Retardation and in People with Autism. In the Proceedings of the 9th Panhellenic Conference "Greek Pedagogy and Educational Research" (p.51). Pedagogical Society of Greece and University of Western Macedonia.

Török, E., & Kéri, S. (2022). The Relationship Among Mentalization, Mindfulness, Working Memory, and Schizotypal Personality Traits in the General Population. Frontiers in Psychology, 2272. https://doi.org/10.3389/fpsyg.2022.682889

Torske, T., Nærland, T., Øie, M. G., Stenberg, N., & Andreassen, O. A. (2018). Metacognitive aspects of executive function are highly associated with social functioning on parent-rated measures in children with autism spectrum disorder. Frontiers in Behavioral Neuroscience, 11, Article 258. https://doi.org/10.3389/fnbeh.2017.00258

Tourimpampa, A., Drigas, A., Economou, A., & Roussos, P. (2018). Perception and text comprehension. It’sa matter of perception! International Journal of Emerging Technologies in Learning (iJET). Retrieved from https://online-journals.org/index.php/ijet/article/view/7909/5051

Vaccaro, A. G., & Fleming, S. M. (2018). Thinking about thinking: a coordinate-based meta-analysis of neuroimaging studies of metacognitive judgements. Brain and neuroscience advances, 2, 2398212818810591. https://doi.org/10.1177/2398212818810591

Valk, S. L., Bernhardt, B. C., Böckler, A., Kanske, P., & Singer, T. (2016). Substrates of metacognition on perception and metacognition on higher‐order cognition relate to different subsystems of the mentalizing network. Human brain mapping, 37(10), 3388-3399. https://doi.org/10.1002/hbm.23247

Vuillaume, L., Martin, J. R., Sackur, J., & Cleeremans, A. (2019). Comparing self-and hetero-metacognition in the absence of verbal communication. BioRxiv, 585240. https://doi.org/10.1371/journal.pone.0231530

Wang, Z., & Frye, D. A. (2021). When a Circle Becomes the Letter O: Young Children’s Conceptualization of Learning and Its Relation With Theory of Mind Development. Frontiers in psychology, 11, 596419. https://doi.org/10.3389/fpsyg.2020.596419

Wojcik, D. Z., Waterman, A. H., Lestié, C., Moulin, C. J. A., & Souchay, C. (2014). Metacognitive judgments-of-learning in adolescents with autism spectrum disorder. Autism, 18(4): 393–408. https://doi.org/10.1177/1362361313479453

Worley, P. (2018). Plato, metacognition and philosophy in schools. Journal of Philosophy in Schools, 5(1). http://doi.org/10.21913/jps.v5i1.1486

Zalla, T., Miele, D., Leboyer, M., & Metcalfe, J. (2015). Metacognition of agency and theory of mind in adults with high functioning autism. Consciousness and Cognition, 31:126-138. http://dx.doi.org/10.1016/j.concog.2014.11.001

Zavitsanou, A., & Drigas, A. (2021). Nutrition in mental and physical health. Technium Soc. Sci. J., 23, 67. https://doi.org/10.47577/tssj.v23i1.4126

Zawidzki, T. W. (2021). A new perspective on the relationship between metacognition and social cognition: Metacognitive concepts as socio-cognitive tools. Synthese, 198(7), 6573-6596. https://doi.org/10.1007/s11229-019-02477-2

Publicado

2023-03-30

Como Citar

Victoria , B., & Athanasios, D. (2023). Theory of Mind in relation to Metacognition and ICTs. A metacognitive approach to ToM . Scientific Electronic Archives, 16(4). https://doi.org/10.36560/16420231711

Edição

Seção

Educação/Ensino