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DO I STILL NEED MY BRAIN? EVOLUTION OF NAÏVE MIND-BRAIN CONCEPTIONS FROM CHILDHOOD TO ADULTHOOD

Given that metacognitive knowledge promotes students’ academic learning, it seems important to better understand how the mind-brain conceptions change with age. We recruited 34 children aged 5/6 years, 34 children aged 7/8 years, 33 pre-adolescents aged 10/12 years, 30 adolescents aged 14/16 years, and 33 adults aged 21 to 35 years. We used the Mind-Brain Questionnaire (Rossi et al., 2015). Each participant was asked to indicate what a character needs in order to perform different actions by using response cards (brain, mind, hand, heart, eye, mouth). We conducted analyses for four response category 1Mind and Brain response cards; 2Brain without Mind response cards; 3Mind without Brain response cards; 4Neither Mind nor Brain response cards. The results reveal that participants over 10 years of age had a better understanding of the relationships between the mind and the brain than younger children, particularly when it comes to mental functions (dream and imagine). However, these relationships were not as well defined for basic functions (see and talk) and scholastic functions (read and count). Children aged 5 to 8 did not perceive the implication of the two entities in cognitive functioning and participants from 10 years to adulthood only recognized the role played by the brain. Our results provide further arguments for the development of neuro-educative school programs based on a better self-awareness of learners in order to help develop young people’s metacognitive skills and promote a pedagogical approach that facilitates academic learning.