DEVELOPING ORGANIZATION OF MENTAL VERBS - EVIDENCE FOR THE DEVELOPMENT OF A CONSTRUCTIVIST THEORY OF MIND IN MIDDLE CHILDHOOD

Two experiments examined the development of a theory of mind in middle childhood by examining changes in the organization of mental verbs of knowing. In both experiments, children and adults rated the similarit y of pairs of mental verbs in terms of the way they felt they used the ir mind in each one. Experiment 1 used thirty-six 8- and thirty-four 1 0-year-olds, and 27 adults. In Experiment 2, 9- and 11-year-old childr en were classified according to their cognitive monitoring ability (Ma rkman, 1981). Fifteen cognitive monitoring and 15 nonmonitoring childr en were used, and 33 adults also participated. Multidimensional scalin g (MDS) analyses of each group's ratings indicated that participants d istinguished mental verbs according to the certainty aspects and infor mation processing aspects of mental activity. Older children and compr ehension monitors placed greater emphasis on the certainty aspects of mental activity than younger children and comprehension nonmonitors. i t is concluded that important aspects of a constructivist theory of mi nd develop during middle childhood.