Long-term effect of theory of mind on school achievement: The role of sensitivity to criticism

Lecce, Serena; Caputi, Marcella; Pagnin, Adriano

doi:10.1080/17405629.2013.821944

Cited by 68 publications

(68 citation statements)

References 41 publications

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“…Such a view is also consistent with a growing body of research showing significant relations between ToM and other aspects of metacognitive knowledge such as metareading , metacognitive vocabulary (Antonietti, Liverta-Sempio, Marchetti, & Astington, 2006), and epistemological beliefs about learning (Lecce, Caputi, & Pagnin, 2009, 2015. Empirically, the results reported above speak to the cognitive consequences of ToM and, together with the data that show an association with school achievement (Blair & Razza, 2007;Lecce, Caputi, & Hughes, 2011;Lecce, Caputi, et al, 2014), prompt researchers to design intervention studies for preschoolers and school-aged children (Lecce, Bianco, Devine, Hughes, & Banerjee, 2014).…”

Section: Discussionsupporting

confidence: 83%

“…After many years of research in this area, we now know that children acquire important milestones during preschool years (Wellman, Cross, & Watson, 2001), following a predictable developmental trajectory (Pons & Harris, 2000;Wellman & Liu, 2004). Crucially, research has shown the existence of strong individual differences between children of the same age (Cutting & Dunn, 1999), with important consequences for children's social and cognitive development (Hughes, 2011;Lecce, Caputi, & Pagnin, 2014).…”

Section: Introductionmentioning

confidence: 97%

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The origins of children’s metamemory: The role of theory of mind

Lecce¹,

Demicheli²,

Zocchi³

et al. 2015

Journal of Experimental Child Psychology

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 97%

The origins of children’s metamemory: The role of theory of mind

Lecce¹,

Demicheli²,

Zocchi³

et al. 2015

Journal of Experimental Child Psychology

Self Cite

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“…However, individual variability in ToM also seems to influence learning processes (Carlson et al, 2013;Kloo & Perner, 2008). It is of particular interest in the present work that ToM has been linked to reading skills in hearing children (Blair & Razza, 2007;Kim, 2015a;Lecce, Caputi, & Hughes, 2011;Lecce, Caputi, & Pagnin, 2014;Miller, Müller, Giesbrecht, Carpendale, & Kerns, 2013;Ricketts, Jones, Happé, & Charman, 2013;Åsberg, Kopp, Berg-Kelly, & Gillberg, 2008). Specifically, ToM seems to be connected to reading comprehension (e.g., Kim, 2015a), but perhaps not to lower level reading skills (e.g., Miller et al, 2013), after controlling for other relevant variables like general language skills and working memory.…”

Section: Reading Ability and Theory Of Mindmentioning

confidence: 93%

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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“…As a prosocial skill, empathy promotes open-mindedness, encourages flexibility, promotes creativity and novelty, and discourages rigidity in thought. Studies have affirmed that empathy and learning are intrinsically tied (Leece, Caputi, & Capnin, 2014). Therefore, introduced as a learning tool, empathy training should be compatible with field placement learning experiences.…”

Section: Empathy and Other Disciplinesmentioning

confidence: 99%

Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training

VanCleave

2017

ASW

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Long-term effect of theory of mind on school achievement: The role of sensitivity to criticism

Cited by 68 publications

References 41 publications

The origins of children’s metamemory: The role of theory of mind

The origins of children’s metamemory: The role of theory of mind

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training

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