Abstract
I think it is especially appropriate that this volume begins with two papers exploring the role that the child’s assumptions about mental states and knowledge sources may play in memory and strategy use. The positions advanced in these papers challenge our assumptions about what is basic and what is derived. Most models assume that deliberate, intentional memory behavior and metacognitive knowledge develop out of the child’s increased experience with and more precise access to the workings of the memory system. Perner’s and Sodian’s papers imply a different perspective: they suggest that more global changes in the child’s fundamental understanding of the relation between events in the world and mental states leads to changes in how children access, manipulate, and understand their own mental states. This has implications not only for theories concerning the development of cognitive competence, but also for the types of interventions and training procedures that are likely to be effective.
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Bullock, M. (1990). Discussion: Theory of Mind. In: Schneider, W., Weinert, F.E. (eds) Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3268-1_3
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DOI: https://doi.org/10.1007/978-1-4612-3268-1_3
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