Джон Флавелл: Пионер исследований метакогниции и развития детского мышления

American developmental psychologist and professor (born 1928)
those of a similar nameJohn Hurley Flavell (born August 9, 1928, in Rockland, Massachusetts) is an American developmental psychologist specializing in children's cognitive development who serves as Anne T. and Robert M. Bass Professor, Emeritus at Stanford University. A foundational researcher of metacognition and metamemory, he is a member of both the National Academy of Sciences and the American Academy of Arts and Sciences. His father, a civil engineer, was unemployed for a time during the Great Depression.

After graduating high school in 1945, Flavell joined the United States Army until 1947, reaching the rank of private first class. Following that, he enrolled at Northeastern University, where in 1951 he earned his bachelor's degree in psychology. After graduation, he was admitted into the clinical psychology program at Clark and Harvard Universities; he earned his M. A. degree from Clark in 1952, and in 1955 he earned his Ph. D.

From 1955 to 1956, Flavell worked as a clinical psychologist at Fort Lyon V. A. hospital in Colorado. Building off the work of Jean Piaget, Flavell published a book on children's cognitive development, The Developmental Psychology of Jean Piaget, in 1963, noted as the "first major work in English on the research and theories of Piaget," which "marked the start of the modern science of cognitive development." He was recognized with an Award for Distinguished Scientific Contributions from the American Psychological Society in 1984.

Flavell is known for his research into metacognition and the child's theory of mind; he is credited for coining the term metacognition, and as the founder of metacognition theory. He has also published widely on children's developing understanding of the distinction between appearance and reality. These studies assessed young children's ability to acknowledge that a given object is really one kind of thing, yet appears to be another kind of thing, or that a given piece of material is really one color, yet appears to be another color under particular circumstances. Flavell and his colleagues have found that whereas most three year olds fail these tasks, five year olds and older four year olds succeed on them. Flavell interprets this developmental difference as suggesting that children acquire the notion of mental representation of reality as distinct from reality itself. The appearance–reality paradigm, along with the false belief task, is widely used as diagnostic of theory of mind development during early childhood. Flavell's other work has addressed children's developing understanding of perception, perspective taking, and their introspective insight into their own subjective experiences.