Research on theory of mind increasingly encompasses apparently contradictory findings. In
particular, in initial studies, older preschoolers consistently passed false‐belief tasks—a so …

This paper explores the concept of metamemory, generally defined as the individual's
knowledge of and awareness of memory. The concept of metamemory is compared to three …

Cognitive development has been reviewed twice in this series in the last ten years: The first
of these reviews concerned stages of cognitive development (Fischer & Silvern 1985), the …

In the mid-1970s I collaborated with John Flavell in research on metamemory, that is,
people's knowledge or beliefs about their memories. But I found that my basic interest in this …

Two studies address the sequence of understandings evident in preschoolers' developing
theory of mind. The first, preliminary study provides a meta‐analysis of research comparing …

What, exactly, do children understand about the mind? And when does that understanding
first emerge? In this groundbreaking book, Karen Bartsch and Henry Wellman answer these …

How do children (and indeed adults) understand the mind? In this paper we contrast two
accounts. One is the view that the child's early understanding of mind is an implicit theory …

Insides and essences are both critical concepts for appreciating the importance of non-
obvious entities: neither are observable, both contrast with external appearances, and both …

Abstract address the development of a single domain: everyday understanding of the mind
[in children]/suggest that this development is best understood as the formulation of a …

We provide evidence for the claim that before young children construe human action in
terms of beliefs and desires they understand action only in terms of simple desires. This type …