A B S T R A C T The aim of the current study was to analyze the role of affective engagement duri... more A B S T R A C T The aim of the current study was to analyze the role of affective engagement during social interaction on the emergence of a temporally extended self (TES). A Delayed Self Recognition task was administered in two different social contexts: in presence of the mother (" Mother condition ") or in presence of an unfamiliar person (" Experimenter condition "). The same sample of 71 tree-year-olds was tested twice in these two treatment conditions. Results showed higher self-recognition scores in the " Mother condition ". These findings are consistent with developing-self theories that emphasize the impact of reciprocal social interaction on the emergence of self-awareness, and support a conception of the Self as a dialogic entity. We interpreted this link as a evidence that, when completing the procedure with their mother, children are aware of her attention , which corresponds to a familiar mode of self-perception, as well as to a peculiar a...
The relation between preschoolers' theory of mind (ToM) and declarative metamemory (DM) was i... more The relation between preschoolers' theory of mind (ToM) and declarative metamemory (DM) was investigated in two studies. The first study focused on 4-year-old children's (N=106) cognitive and affective ToM and their DM. The data showed a significant association between cognitive (but not affective) ToM and DM, independent of verbal ability, non-verbal ability, and working memory. The second study involved 83 children tested at 4years 6months of age (and 6months later) for cognitive ToM and DM. Here, results showed that early cognitive ToM, in particular false-belief understanding, predicts later DM independent of early verbal ability. These data support a view considering cognitive ToM as a precursor of children's DM.
Mental state knowledge and metaknowledge about reading 2 Abstract The relation between children's... more Mental state knowledge and metaknowledge about reading 2 Abstract The relation between children's mental state knowledge and metaknowledge about reading was examined in two 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 age 10 years at Time 1 and 11 years at Time 2) for mental state knowledge, metaknowledge about reading and VA.
A B S T R A C T The aim of the current study was to analyze the role of affective engagement duri... more A B S T R A C T The aim of the current study was to analyze the role of affective engagement during social interaction on the emergence of a temporally extended self (TES). A Delayed Self Recognition task was administered in two different social contexts: in presence of the mother (" Mother condition ") or in presence of an unfamiliar person (" Experimenter condition "). The same sample of 71 tree-year-olds was tested twice in these two treatment conditions. Results showed higher self-recognition scores in the " Mother condition ". These findings are consistent with developing-self theories that emphasize the impact of reciprocal social interaction on the emergence of self-awareness, and support a conception of the Self as a dialogic entity. We interpreted this link as a evidence that, when completing the procedure with their mother, children are aware of her attention , which corresponds to a familiar mode of self-perception, as well as to a peculiar a...
The relation between preschoolers' theory of mind (ToM) and declarative metamemory (DM) was i... more The relation between preschoolers' theory of mind (ToM) and declarative metamemory (DM) was investigated in two studies. The first study focused on 4-year-old children's (N=106) cognitive and affective ToM and their DM. The data showed a significant association between cognitive (but not affective) ToM and DM, independent of verbal ability, non-verbal ability, and working memory. The second study involved 83 children tested at 4years 6months of age (and 6months later) for cognitive ToM and DM. Here, results showed that early cognitive ToM, in particular false-belief understanding, predicts later DM independent of early verbal ability. These data support a view considering cognitive ToM as a precursor of children's DM.
Mental state knowledge and metaknowledge about reading 2 Abstract The relation between children's... more Mental state knowledge and metaknowledge about reading 2 Abstract The relation between children's mental state knowledge and metaknowledge about reading was examined in two 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 age 10 years at Time 1 and 11 years at Time 2) for mental state knowledge, metaknowledge about reading and VA.
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Papers by Silvia Zocchi