Theoretically, when children see themselves in the thinking mirror and say positive thoughts to themselves about their communicative behaviors, they may activate a variety of cognitive events. Positive self-talk using the thinking mirror may act as a metacognitive experience triggering positive thoughts, feelings, and sensations that may contribute to children's permanent metacognitive knowledge, clarify their cognitive goals, and initiate cognitive actions during written communication. Such positive experiences may strengthen children's intrinsic motivation to communicate thoughts during subsequent writing and reading endeavors.
Haugh, J. A., & Pawtowski, J. (1996). Creating Metacognitive Experiences During Written Communication: Positive Self-Talk Using the Thinking Mirror. Reading Horizons: A Journal of Literacy and Language Arts, 37 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol37/iss1/6