Abstract
Cognitive and metacognitive development : new perspectives In order to study how children represent mental life, researchers have mainly focussed on the building of a concept of mind as a representational device actively generating mental representations to interpret reality. This question raises hot debates fed by series of intertwisted problems. A first set of problems is of a methodological nature and concerns the choice of relevant indices and criteria. A second set of problems lies in the description of the developmental sequence by which the child will explicitely master metarepresentation. Another matter of hot debate is the role of language and the efficiency of ' facilitate e contexts in the development of metarepresenta- tional processing.
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