The cognitive control of behavior is critical for success in school. The emergence of self‐control in development has been linked to the ability to represent one’s own and others’ mental states (theory of mind and metacognition). Despite rapid progress in exploring the neural correlates of both mind reading and executive function in recent years, to date, the implications of these high‐level cognitive processes for issues relevant to education have hardly been addressed. The present special issue brings together developmental perspectives on the relation of self‐control, theory of mind, and metacognition; theoretical and empirical contributions on the implications of theory of mind and self‐control for teaching and learning; and brief reviews of the state of the art in cognitive neuroscience on these high‐level cognitive processes in adolescents and adults.
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Sodian et al. (2008) studied this question.
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