Individual differences in children's developing theory of mind and implications for metacognition

For readers interested in metacognition broadly, this review article introduces some of the recent research and theory concerning children's developing understanding of mental states, focusing particularly on attempts to understand individual differences in development. We contend that the conceptual developments investigated by ''theory of mind'' researchers constitute a foundation for later metacognition. We examine studies that have focused on individual differences in children's developing understanding of mental states, particularly those investigating its antecedents in early social interactions. Implications from theory-of-mind research for an understanding of metacognition are articulated.