Abstract
Proposals concerning patterns of influence among children’s developing conceptual knowledge of cognition, children’s phenomenological awareness of their own cognitive functioning, and social experience are further elaborated. Relations of reciprocal influence between conceptual knowledge and cognitive monitoring, conceptual knowledge and social experience, and social experience and cognitive monitoring are described. In addition, possible developmental mechanisms underlying the acquisition of knowledge about cognitive activities are considered, focusing on the issue of domain-specific modules versus domain-general learning processes. As children learn about cognition, general learning processes, particularly pattern recognition and executive function, may help them to integrate their mental state concepts with information available through first-person phenomenological experience and social experience.
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Pillow, B.H. (2012). Patterns of Influence Among Phenomenological Awareness, Social Experience and Conceptual Knowledge. In: Children’s Discovery of the Active Mind. SpringerBriefs in Psychology(). Springer, New York, NY. https://doi.org/10.1007/978-1-4614-2248-8_5
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