Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Training Theory of Mind and Executive Control: A Tool for Improving School Achievement?

Training Theory of Mind and Executive Control: A Tool for Improving School Achievement? ABSTRACT— In the preschool years, there are marked improvements in theory of mind (ToM) and executive functions. And, children’s competence in these two core cognitive domains is associated with their academic achievement. Therefore, training ToM and executive control could be a valuable tool for improving children’s success in school. This article reviews several successful training studies in preschool children showing that these two school‐related competencies can be trained. We also discuss methodological factors that may be important for the effectiveness of training programs. Finally, the review outlines implications of brain research for such training interventions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Training Theory of Mind and Executive Control: A Tool for Improving School Achievement?

Kloo, Daniela; Perner, Josef
Mind, Brain, and Education , Volume 2 (3) – Sep 1, 2008
Download PDF
6 pages

Loading next page...
 
/lp/wiley/training-theory-of-mind-and-executive-control-a-tool-for-improving-w10J1kmxKt
Publisher
Wiley
Copyright
© 2008 the Authors Journal Compilation © 2008 International Mind, Brain, and Education Society and Wiley Periodicals, Inc.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/j.1751-228X.2008.00042.x
Publisher site
See Article on Publisher Site

Abstract

ABSTRACT— In the preschool years, there are marked improvements in theory of mind (ToM) and executive functions. And, children’s competence in these two core cognitive domains is associated with their academic achievement. Therefore, training ToM and executive control could be a valuable tool for improving children’s success in school. This article reviews several successful training studies in preschool children showing that these two school‐related competencies can be trained. We also discuss methodological factors that may be important for the effectiveness of training programs. Finally, the review outlines implications of brain research for such training interventions.

Journal

Mind, Brain, and Education – Wiley

Published: Sep 1, 2008

References

  • Theories of mind in transition: A microgenetic study of the development of false belief understanding
    Amsterlaw, Amsterlaw; Wellman, Wellman
  • Teaching three year‐olds to pass false belief tests: A conversational approach
    Appleton, Appleton; Reddy, Reddy
  • School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry
    Blair, Blair
  • Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten
    Blair, Blair; Razza, Razza
  • Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory
    Bull, Bull; Scerif, Scerif
  • Executive function and theory of mind: Stability and prediction from age 2 to 3
    Carlson, Carlson; Mandell, Mandell; Williams, Williams
  • Individual differences in inhibitory control and children’s theory of mind
    Carlson, Carlson; Moses, Moses
  • How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory
    Carlson, Carlson; Moses, Moses; Breton, Breton
  • Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability
    Carlson, Carlson; Moses, Moses; Claxton, Claxton
  • Relation between academic achievement and social adjustment: Evidence from Chinese children
    Chen, Chen; Rubin, Rubin; Li, Li
  • Executive inhibitory control and cooperative behavior during early school years: A follow‐up study
    Ciairano, Ciairano; Visu‐Petra, Visu‐Petra; Settanni, Settanni
  • Promoting the transition from implicit to explicit understanding: A training study of false belief
    Clements, Clements; Rustin, Rustin; McCallum, McCallum
  • Preschool program improves cognitive control
    Diamond, Diamond; Barnett, Barnett; Thomas, Thomas; Munro, Munro
  • The development of inhibitory control in preschool children: Effects of “executive skills” training
    Dowsett, Dowsett; Livesey, Livesey
  • Family talk about feeling states and children’s later understanding of others’ emotions
    Dunn, Dunn; Brown, Brown; Beardsall, Beardsall
  • The relations of effortful control and ego control to children’s resiliency and social functioning
    Eisenberg, Eisenberg; Valiente, Valiente; Fabes, Fabes; Smith, Smith; Reiser, Reiser; Shepard, Shepard
  • The contribution of executive functions to emergent mathematic skills in preschool children
    Espy, Espy; McDiarmid, McDiarmid; Cwik, Cwik; Stalets, Stalets; Hamby, Hamby; Senn, Senn
  • A training study of theory of mind and executive function in children with autism spectrum disorders
    Fisher, Fisher; Happé, Happé
  • Young children’s knowledge about visual perception: Further evidence for the Level 1–Level 2 distinction
    Flavell, Flavell; Everett, Everett; Croft, Croft; Flavell, Flavell
  • Development of the appearance‐reality distinction
    Flavell, Flavell; Flavell, Flavell; Green, Green
  • Development of knowledge about the appearance‐reality distinction
    Flavell, Flavell; Green, Green; Flavell, Flavell
  • A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills
    Flynn, Flynn; O’Malley, O’Malley; Wood, Wood
  • Theory of mind and rule‐based reasoning
    Frye, Frye; Zelazo, Zelazo; Palfai, Palfai
  • Executive function and false‐belief understanding in preschool children: Two tasks are harder than one
    Hala, Hala; Hug, Hug; Henderson, Henderson
  • The influence of language on theory of mind: A training study
    Hale, Hale; Tager‐Flusberg, Tager‐Flusberg
  • Executive dysfunction in autism
    Hill, Hill
  • Regulatory contributors to children’s kindergarten achievement
    Howse, Howse; Calkins, Calkins; Anastopoulos, Anastopoulos; Keane, Keane; Shelton, Shelton
  • Executive functions in preschoolers: Links with theory of mind and verbal ability
    Hughes, Hughes
  • Finding your marbles: Does preschoolers’ strategic behaviour predict later understanding of mind?
    Hughes, Hughes
  • Theory of mind and executive function in two‐year‐olds: A family affair?
    Hughes, Hughes; Ensor, Ensor
  • What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development
    Hughes, Hughes; Leekam, Leekam
  • Theory of mind and social behavior: Causal models tested in a longitudinal study
    Jenkins, Jenkins; Astington, Astington
  • Human functional neuroimaging of brain changes associated with practice
    Kelly, Kelly; Garavan, Garavan
  • Computerized training of working memory in children with ADHD‐a randomized, controlled trial
    Klingberg, Klingberg; Fernell, Fernell; Olesen, Olesen; Johnson, Johnson; Gustafsson, Gustafsson; Dahlstrom, Dahlstrom
  • Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions
    Kloo, Kloo; Perner, Perner
  • Teaching false belief and visual perspective‐taking skills in young children: Can a theory of mind be trained?
    Knoll, Knoll; Charman, Charman
  • The role of language in the development of false belief understanding: A training study
    Lohmann, Lohmann; Tomasello, Tomasello
  • Dependence and independence in responding to double stimulation: A comparison of stop, change, and dual‐task paradigms
    Logan, Logan; Burkell, Burkell
  • Children’s social behaviors as predictors of academic achievement: A longitudinal analysis
    Malecki, Malecki; Elliot, Elliot
  • Theory of mind: Is training contagious?
    Melot, Melot; Angeard, Angeard
  • Delay of gratification in children
    Mischel, Mischel; Shoda, Shoda; Rodriguez, Rodriguez
  • A two‐year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children
    Nigg, Nigg; Quamma, Quamma; Greenberg, Greenberg; Kusche, Kusche
  • Young children’s ability to identify the sources of their beliefs
    O’Neill, O’Neill; Gopnik, Gopnik
  • Development of theory of mind and executive control
    Perner, Perner; Lang, Lang
  • Theory of mind and self‐control: More than a common problem of inhibition
    Perner, Perner; Lang, Lang; Kloo, Kloo
  • The curious incident of the photo that was accused of being false: Issues of domain specificity in development, autism, and brain imaging
    Perner, Perner; Leekam, Leekam
  • Theory of mind is contagious; you catch it from your sibs
    Perner, Perner; Ruffman, Ruffman; Leekam, Leekam
  • The mediational role of neurocognition in the behavioural outcomes of a social‐emotional prevention program in elementary school students: Effects of the PATHS Curriculum
    Riggs, Riggs; Greenberg, Greenberg; Kusché, Kusché; Pentz, Pentz
  • Training, maturation, and genetic influences on the development of executive attention
    Rueda, Rueda; Rothbart, Rothbart; McCandliss, McCandliss; Saccomanno, Saccomanno; Posner, Posner
  • Older (but not younger) siblings facilitate false belief understanding
    Ruffman, Ruffman; Perner, Perner; Naito, Naito; Parkin, Parkin; Clements, Clements
  • Children’s understanding of pictorial and mental representations
    Slaughter, Slaughter
  • Conceptual coherence in the child’s theory of mind: Training children to understand belief
    Slaughter, Slaughter; Gopnik, Gopnik
  • Social cognition and bullying: Social inadequacy or skilled manipulation?
    Sutton, Sutton; Smith, Smith; Swettenham, Swettenham
  • Can children be trained in making the distinction between appearance and reality?
    Taylor, Taylor; Hort, Hort