Skip to main content Skip to main navigation menu Skip to site footer
Scientific Electronic Archives
Education and Teaching
DOI: 10.36560/16420231711
Submitted: 2022-11-09
Published: 2023-03-30

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

N.C.S.R. ‘Demokritos’, Institute of Informatics and Telecommunications – Net Media Lab & Mind-Brain R&D
Institute of Informatics and Telecommunications – Net Media Lab & Mind-Brain R&D
theory of mind, mindreading, metacognition

Abstract

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.

References

  1. 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
  2. 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
  3. 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
  4. 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
  5. 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
  6. 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
  7. 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
  8. [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
  9. 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
  10. 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
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. Carruthers, P. (2009 b). Mindreading underlies metacognition. Behavioral and Brain Sciences, 32(2), 164-182. https://doi.org/10.1017/S0140525X09000831
  23. 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
  24. 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
  25. 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
  26. Chaidi I, Drigas, A., (2022). Digital games & special education Technium Social Sciences Journal 34, 214-236. https://orcid.org/0000-0001-5637-9601
  27. Chaidi I, Drigas, A., (2022). Digital games & special education Technium Social Sciences Journal 34, 214-236. https://doi.org/10.47577/tssj.v34i1.7054
  28. 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
  29. 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
  30. 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
  31. 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
  32. 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
  33. 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
  34. 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.
  35. 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.
  36. 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
  37. 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.
  38. 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.
  39. 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
  40. 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.
  41. 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.
  42. 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
  43. Drigas, A., Leliopoulos, P. (2013). Business to consumer (B2C) e-commerce decade evolution. Int. J. Know. Soc. Res. (IJKSR) 4(4), 1–10.
  44. 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
  45. 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
  46. Drigas, A., Kokkalia, G. & Lytras, M. D. (2015). Mobile and Multimedia Learning in Preschool Education. J. Mobile Multimedia, 11(1/2), 119–133.
  47. 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.
  48. 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
  49. 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
  50. 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
  51. 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
  52. Drigas, A. S. & Papoutsi, C. (2018). A New Layered Model on Emotional Intelligence. Behavioral Sciences, 8(5), 45. https://doi.org/10.3390/bs8050045
  53. 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
  54. 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.
  55. 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
  56. 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
  57. 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
  58. 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
  59. 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
  60. 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
  61. 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
  62. 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
  63. 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.
  64. 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
  65. 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
  66. 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
  67. 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
  68. 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
  69. 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
  70. 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
  71. 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.
  72. 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
  73. 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
  74. 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
  75. 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
  76. Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly (1982-), 274-290.
  77. 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
  78. 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
  79. 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
  80. 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
  81. Frith, C. D., & Frith, U. (1999). Interacting minds--a biological basis. Science, 286(5445), 1692-1695.
  82. 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
  83. 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
  84. 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
  85. 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
  86. 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
  87. 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
  88. 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
  89. 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
  90. 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
  91. 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
  92. 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
  93. 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
  94. 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
  95. 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
  96. 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
  97. 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
  98. 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
  99. 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.
  100. 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
  101. 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
  102. 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
  103. 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
  104. 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
  105. 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
  106. 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
  107. Kuhn, D. (2000). Metacognitive development. Current directions in psychological science, 9(5), 178-181. https://doi.org/10.1111/1467-8721.00088
  108. Lai, E. R. (2011). Metacognition: A literature review. Always learning: Pearson research report, 24, 1-40.
  109. 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
  110. 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
  111. 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
  112. 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
  113. 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
  114. 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
  115. 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
  116. Lytra, N., & Drigas, A. (2021). STEAM education-metacognition–Specific Learning Disabilities. Scientific Electronic Archives, 14(10). http://dx.doi.org/10.36560/141020211442
  117. 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
  118. 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
  119. Misailidi, P (2003). Children's Theory of Mind. Athens: TYPOTHITO.
  120. 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
  121. 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
  122. 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
  123. 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
  124. 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
  125. 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
  126. Moshman, D. (2018). Metacognitive theories revisited. Educational Psychology Review, 30(2), 599-606. https://psycnet.apa.org/doi/10.1007/s10648-017-9413-7
  127. 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
  128. 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
  129. 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
  130. Norman, E. (2020). Why metacognition is not always helpful. Frontiers in psychology, 1537. https://doi.org/10.3389/fpsyg.2020.01537
  131. Papleontiou-Louca, E. (2002). Metacognition: Its meaning and teaching. Magazine "Modern Education ", 127, 59 -64.
  132. Papleontiou-Louca, E. (2003). The concept and instruction of metacognition. Teacher development, 7(1), 9-30. https://doi.org/10.1080/13664530300200184
  133. 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
  134. 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
  135. 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
  136. 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
  137. 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
  138. 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
  139. 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
  140. 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
  141. 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
  142. 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.
  143. 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
  144. 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
  145. 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
  146. 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
  147. 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
  148. 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
  149. 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
  150. 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
  151. 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
  152. 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
  153. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational psychology review, 7(4), 351-371. http://www.springerlink.com/content/1040-726X
  154. 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
  155. 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
  156. 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
  157. 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
  158. 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
  159. 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
  160. 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
  161. 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
  162. 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
  163. 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
  164. 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
  165. 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
  166. 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.
  167. 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
  168. 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
  169. 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
  170. 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
  171. 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
  172. 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
  173. 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
  174. 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
  175. Worley, P. (2018). Plato, metacognition and philosophy in schools. Journal of Philosophy in Schools, 5(1). http://doi.org/10.21913/jps.v5i1.1486
  176. 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
  177. 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
  178. 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

How to Cite

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