title: Reading minds: the relation between children's mental state knowledge and their metaknowledge about reading.
abstract: The relation between children's mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross-lagged design and by investigating older children (N = 71, mean ages = 10 years at Time 1 and 11 years at Time 2) for mental state knowledge, metaknowledge about reading, and VA. Results showed a significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading, controlling for VA. Results suggest close links between different aspects of children's knowledge about the mind.
authors.affiliation: Department of Psychology, University of Pavia, Pavia, Italy. slecce@unipv.it
authors.forename: Serena
authors.initials: S
authors.lastname: Lecce
authors.forename: Silvia
authors.initials: S
authors.lastname: Zocchi
authors.forename: Adriano
authors.initials: A
authors.lastname: Pagnin
authors.forename: Paola
authors.initials: P
authors.lastname: Palladino
authors.forename: Mele
authors.initials: M
authors.lastname: Taumoepeau
mesh_terms: D002648:Child; D002663:Child Language; D003071:Cognition; D003210:Concept Formation; D004644:Emotions; D005260:Female; D006801:Humans; D019359:Knowledge; D008297:Male; D009483:Neuropsychological Tests; D011932:Reading; D056345:Theory of Mind; D014706:Verbal Learning