Thinking About Thinking
Learning How to Take Statements and Hold Beliefs
Bibliographic Data
| ID | 5808294 |
|---|---|
| Authors | David R Olson (0000-0002-6763-3449, Institute for Christian Studies), Janet Wilde Astington |
| Year | 1993 |
| Volume | 28 |
| Issue | 1 |
| Pages | 7-23 |
| Publication date | 1993-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0046-1520 • E-ISSN: 1532-6985 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1207/s15326985ep2801_2 |
| OpenAlex | W2021578519 |
| Language | EN |
| Citations received | 13 |
| References cited | 14 |
Speech act theory (Searle, 1969) is used to analyze the concepts for thinking about talk and thought-metalinguistic and metacognitive concepts-and the relations between them. We examine the relations between speech acts and their corresponding mental states and between speech acts linked in a discourse. We argue that interpreting the illocutionary force of another's speech act is parallel to determining the propositional attitude to one's own mental state. Thus, understanding how to take statements provides a model for how to hold beliefs. We then review what children learn about mental states and speech acts during their preschool years, and we consider what must be achieved in the school years. First, children have to learn how to interpret utterances and hold beliefs, and then they have to learn how to take objective statements as expressions of someone's belief. We conclude by considering how teachers might help children achieve these two ends
Mental model · Metalinguistics · Speech act · Child and Animal Learning Development · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition
Parental meta-emotion philosophy and the emotional life of families
Metacognitive Development
Bilingual-bicultural models of literacy education for deaf students
Can the Linguistic Interdependence Theory Support A Bilingual-Bicultural Model of Literacy Education for Deaf Students
Análisis dialógico de habla privada argumentativa
Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom
Analyzing the Emergence of a Learning Issue in a Problem-Based Learning Meeting
Skillful use of symbolizations and the dual nature of metalinguistic awareness
The Parent's Capacity to Treat the Child as a Psychological Agent
Exploring factors influencing parents' and early childhood practitioners' beliefs about inclusion
A Developmental Model of Critical Thinking
Conceptions of Knowledge and Beliefs
The Effects of Social Relationships, Writing Media, and Microgenetic Development on First-Grade Students’ Written Narratives
Object permanence in five-month-old infants
Children and adults as intuitive scientists.
Distinguishing irony from deception
The acquisition of mental verbs
Children's knowledge of the presuppositions of know and other cognitive verbs
Origins of verbal logic
A taxonomy of illocutionary acts
Talking about internal states
Young children's ability to identify the sources of their beliefs
On the Reading of Historical Texts
From Utterance to Text
Talking about text
Speech Acts
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,42 |
| Citation span | 1995 - 2021 (27) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |