When the theory of mind would be very useful

Battistelli, Piergiorgio; Farneti, Alessandra

doi:10.3389/fpsyg.2015.01449

Cited by 4 publications

(6 citation statements)

References 8 publications

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“…Representing the mental representation of a fictive person, especially of what she or he does not know, is probably one of the most difficult cognitive operations of all. It is all about taking on the perspective of someone else with regard to a topic that we know of, and simultaneously ignoring what we know (Battistelli & Farneti, 2015). Another burning question is whether replacing printed text with e-reading reduces the potential of narrative reading for the expansion of empathy.…”

Section: Resultsmentioning

confidence: 99%

Empathy at the confluence of neuroscience and empirical literary studies

Burke

Kuzmičová

Mangen

et al. 2016

SSOL

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The objective of this article is to review extant empirical studies of empathy in narrative reading in light of (i) contemporary literary theory, and (ii) neuroscientific studies of empathy, and to discuss how a closer interplay between neuroscience and literary studies may enhance our understanding of empathy in narrative reading. An introduction to some of the philosophical roots of empathy is followed by tracing its application in contemporary literary theory, in which scholars have pursued empathy with varying degrees of conceptual precision, often within the context of embodied/enactive cognition. The presentation of empirical literary studies of empathy is subsequently contextualized by an overview of psychological and neuroscientific aspects of empathy. Highlighting points of convergence and divergence, the discussion illustrates how findings of empirical literary studies align with recent neuroscientific research. The article concludes with some prospects for future empirical research, suggesting that digitization may contribute to advancing the scientific knowledge of empathy in narrative reading.

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Section: Resultsmentioning

confidence: 99%

Empathy at the confluence of neuroscience and empirical literary studies

Burke

Kuzmičová

Mangen

et al. 2016

SSOL

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“…This specific cognitive process allows the individual to distinguish his egocentric thinking from the other's perspective, which he adopts to understand his mental states and interpret his behavior, promoting the development of ToM to higher levels of mental thinking. Additionally, meta-representational thought is directed not only toward others and the external world, but also toward oneself by evaluating one's representations and promoting the development of metacognition (Battistelli, & Farneti, 2015). METAMEMORY in ToM.…”

Section: Metacognitive Approach To Tommentioning

confidence: 99%

“…ToM as meta-representational thinking promotes the individual's metacognitive awareness of his ignorance or knowledge, recommending a beneficial factor for the learning process, nevertheless, more widely for his personal, social, and academic course (Baglio, & Marchetti, 2016;Battistelli, & Farneti, 2015).…”

Section: Tom -Metacognition and Learningmentioning

confidence: 99%

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

Bamicha

Drigas

2023

Sci. Elec. Arch.

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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.

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“…According to Wang and Liu (2015), children's mental state understanding is critical to the successful transition to formal schooling, making an integral relation between children's ToM development and their teaching and learning concepts. In line with these studies, it seems relevant to introduce the idea that the way children represent the brain is not unrelated to the way they represent what they know, what they do not know, what others know and what others do not know (e.g., Battistelli and Farneti, 2015). Therefore, in line with the works carried out in neuroeducation that sustain the interest for children to be familiar with the functioning of their brain in order to better grasp learning situations, children's brain conception may be sensitive to ToM development.…”

Section: Introductionmentioning

confidence: 99%

Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the “black box”

et al. 2022

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Recent studies in neuroeducation highlight the benefits of teaching children about how the brain works. However, very little is known about children's naive conceptions about the brain. The current study examined these representations, by asking 6–10 year-old children (N = 257) and adults (N = 38) to draw a brain and the inside of a belly as a control drawing. The drawings were scored using a content analysis and a list of graphic indicators was derived. First, all the graphic indicators used in the brain drawings were different from those used in the belly drawings, suggesting that children are able to distinguish these two organs. Second, with age, children depict (i) an increasing number of indicators, (ii) more complex indicators, (iii) indicators that are more anatomically correct, to depict the brain. There is an important evolution between 6 and 8 years-old but also between 10 years-old and adults. These results are discussed in relation to children's metacognitive knowledge and to their implications for neuroeducation.

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When the theory of mind would be very useful

Cited by 4 publications

References 8 publications

Empathy at the confluence of neuroscience and empirical literary studies

Empathy at the confluence of neuroscience and empirical literary studies

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

Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the “black box”

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