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  1. The Development of Metacognitive Ability in Adolescence.Leonora Weil, Stephen Fleming, Iroise Dumontheil, Emma Kilford & Rimona Weil - 2013 - Consciousness and Cognition 22 (1):264-271.
    Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 56 participants aged between 11 and 41 years. Metacognitive ability improved significantly with age during adolescence, was highest in late adolescence and plateaued going (...)
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  • Adolescent Emotional Maturation Through Divergent Models of Brain Organization.Jose V. Oron Semper, Jose I. Murillo & Javier Bernacer - 2016 - Frontiers in Psychology 7.
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  • The Development of Metacognitive Ability in Adolescence.Sarah-Jayne Blakemore Leonora G. Weil, Stephen M. Fleming, Iroise Dumontheil, Emma J. Kilford, Rimona S. Weil, Geraint Rees, Raymond J. Dolan - 2013 - Consciousness and Cognition 22 (1):264.
    Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 56 participants aged between 11 and 41 years. Metacognitive ability improved significantly with age during adolescence, was highest in late adolescence and plateaued going (...)
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  • Neurociencia y Fe: El Sistema de Creencias Como Lugar de Encuentro Interdisciplinar.José Víctor Orón - 2014 - Scientia et Fides 2 (2):213-270.
    Neuroscience and Faith: The belief system as a venue of interdisciplinary meeting: The present paper offers contributions from neuroscience to faith experience and vice versa. First of all, we look for a meeting point between them for beginning the interdisciplinary dialog. Personal system of beliefs is proposed as the meeting point. PSB has to do with both disciplines. The relation between PSB and faith is assumed, but it is not treated here. Here we try to answer two questions: what can (...)
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  • Memory, Autonoetic Consciousness, and the Self.Hans J. Markowitsch & Angelica Staniloiu - 2011 - Consciousness and Cognition 20 (1):16-39.
    Memory is a general attribute of living species, whose diversification reflects both evolutionary and developmental processes. Episodic-autobiographical memory is regarded as the highest human ontogenetic achievement and as probably being uniquely human. EAM, autonoetic consciousness and the self are intimately linked, grounding, supporting and enriching each other’s development and cohesiveness. Their development is influenced by the socio-cultural–linguistic environment in which an individual grows up or lives. On the other hand, through language, textualization and social exchange, all three elements leak into (...)
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  • Taking the Scientist’s Perspective.Karen D. Larison - 2018 - Science & Education 27 (1-2):133-157.
    The Next Generation Science Standards mandates that schools provide students an understanding of the skills and knowledge that scientists use to engage in scientific practices. In this article, I argue that one of the best ways to accomplish this goal is to have students take the perspective of the scientist by reading nonfiction narratives written by scientists and science writers. I explore the anthropological and neurological evidence that suggests that perspective-taking is an essential component in the learning process. It has (...)
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  • Mechanisms of Remembering the Past and Imagining the Future – New Data From Autobiographical Memory Tasks in a Lifespan Approach.M. Abram, L. Picard, B. Navarro & P. Piolino - 2014 - Consciousness and Cognition 29:76-89.