Theory-of-mind tasks measure whether or not someone understands that someone's state of mind or knowledge can differ from reality, and that another individual's understanding may differ from their own. It includes understanding that there is such a thing as separation between their mind and someone else's, and recognizing people can be deceived -- and that they themselves are capable of that deception. Theory of mind is a metacognitive monitoring capability because it is an indication of someone's awareness of the existence of their own thinking. It is also a metacognitive control capability, because it requires that someone suppress false signals (such as the fact that you know something that the character in a story does not know) in order to arrive at the correct conclusion.
2 - Metacognitive theory explains that young children have difficulties passing theory of mind tasks because this part of their mind has not sufficiently developed yet. There seems to be an inflection point, a moment where these pieces come together. Some metacognitive abilities surface earlier and grow gradually. That part of the brain may not have finished developing.
3 - what accounts for developmental improvement? Monitoring of learning, monitoring of retrieval, or the use of strategies? Strategy use/effectiveness seems to increase in tandem with metacognitive activity. Children show monitoring of learning and retrieval even when very young.
4 - Wishful-thinking hypothesis
This states that children may give poorly-calibrated answers to JOL tasks because they are describing what they want to achieve rather than what is in their brain. This does not fully explain overconfidence, however, since JOL of others was also poorly calibrated. Overconfidence has an adaptive potential function by challenging children to attempt tasks that are beyond their reach, which promotes learning and growth.
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