1
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Dubinsky JM, Hamid AA. The neuroscience of active learning and direct instruction. Neurosci Biobehav Rev 2024; 163:105737. [PMID: 38796122 DOI: 10.1016/j.neubiorev.2024.105737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Revised: 05/13/2024] [Accepted: 05/20/2024] [Indexed: 05/28/2024]
Abstract
Throughout the educational system, students experiencing active learning pedagogy perform better and fail less than those taught through direct instruction. Can this be ascribed to differences in learning from a neuroscientific perspective? This review examines mechanistic, neuroscientific evidence that might explain differences in cognitive engagement contributing to learning outcomes between these instructional approaches. In classrooms, direct instruction comprehensively describes academic content, while active learning provides structured opportunities for learners to explore, apply, and manipulate content. Synaptic plasticity and its modulation by arousal or novelty are central to all learning and both approaches. As a form of social learning, direct instruction relies upon working memory. The reinforcement learning circuit, associated agency, curiosity, and peer-to-peer social interactions combine to enhance motivation, improve retention, and build higher-order-thinking skills in active learning environments. When working memory becomes overwhelmed, additionally engaging the reinforcement learning circuit improves retention, providing an explanation for the benefits of active learning. This analysis provides a mechanistic examination of how emerging neuroscience principles might inform pedagogical choices at all educational levels.
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Affiliation(s)
- Janet M Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, USA.
| | - Arif A Hamid
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, USA
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2
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Roberts J, Johnson LA, Dyhr JP. Cracking the code: using educational gaming for high-level thinking in physiology education. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:260-269. [PMID: 38328813 DOI: 10.1152/advan.00154.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 01/31/2024] [Accepted: 02/03/2024] [Indexed: 02/09/2024]
Abstract
The multidisciplinary nature of physiology requires students to acquire, retain, apply, and evaluate knowledge from different scientific disciplines. Optimal learning techniques, such as active learning, interleaving topics and conditions, and recall, can greatly enhance the speed and effectiveness with which students achieve this type of higher-order thinking. However, developing and implementing optimal learning techniques in the classroom can be both time-intensive and challenging for the instructor. In addition, students may be resistant or slow to accept novel learning processes. One way to potentially introduce these learning techniques in a fun and engaging way is through educational gaming, or using a game or game elements intentionally to support learning. In this article we present an easy-to-implement adaptation of the Codenames board game for the physiology classroom. The activity requires minimal preparation while addressing high-level learning outcomes. Postintervention surveys of students were collected in three different health-related academic programs, both graduate and undergraduate, at two different institutions. Results suggest that participating in the activity both actively engaged the students and pushed them toward high-level, integrative thinking regardless of class level.NEW & NOTEWORTHY An easy-to-implement word game (Codenames) was used to engage students in higher-level Bloom's thinking about physiology. The gameplay required students to recall, apply, evaluate, and debate as they developed and guessed clues as part of the game. Students found the activity fun, engaging, and challenging. The activity is relatively easy to implement both online and in person, requiring at minimum a simple list of vocabulary terms.
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Affiliation(s)
- Joel Roberts
- Master of Science in Biomedical Sciences Program, Rocky Vista University, Englewood, Colorado, United States
| | - Lise A Johnson
- Physician Assistant Program, Rocky Vista University, Englewood, Colorado, United States
| | - Jonathan P Dyhr
- Department of Biology, Metropolitan State University of Denver, Denver, Colorado, United States
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3
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Özyurt G, Karagöz Tanıgör E, Buran BŞ, Öztürk Y, Tufan AE, Akay A. Similarities and differences of neuropsychological functions, metacognitive abilities and resilience in Cognitive Disengagement Syndrome (CDS) and Attention Deficit/Hyperactivity Disorder (ADHD). APPLIED NEUROPSYCHOLOGY. CHILD 2024:1-12. [PMID: 38801523 DOI: 10.1080/21622965.2024.2358239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2024]
Abstract
It was aimed to evaluate the relationships between neuropsychological functions, self-reported metacognitive abilities, and resilience levels among children with Attention Deficit Hyperactivity Disorder (ADHD) and those with Cognitive Disengagement Syndrome (CDS) compared to healthy controls. This cross-sectional, case-control study was consisted of 36 children with CDS only, 36 with ADHD only, 33 with CDS and ADHD and 39 control children were enrolled for a total sample of 144 children. The intellectual and neuropsychological functioning of the participating children was evaluated using the WISC-IV. Metacognitive Awareness Inventory for Children(MAI-C), Emotional Resilience Scale(ERS), and Revised Child Anxiety and Depression Scale(RCADS) were used. In both Processing Speed Index (PSI) and Perceptual Reasoning Index (PRI), children with CDS had significantly lower scores compared to those with ADHD, while those with ADHD and ADHD + CDS were similar to each other and controls. Children with CDS had greater metacognitive awareness than those with ADHD only and those with ADHD + CDS, whereas controls had the greatest level of metacognitive awareness. The emotional sensitivity of children with CDS was similar to that of children with ADHD + CDS and significantly greater than that of children with ADHD and controls, while control children had the lowest levels. The results of this study suggest that metacognitive abilities and emotional resilience may be targeted in rehabilitation/therapy of children with CDS ± ADHD and that interventions targeting processing speed and perceptual reasoning in younger children with CDS symptoms may be beneficial.
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Affiliation(s)
- Gonca Özyurt
- Department of Child and Adolescent Psychiatry, Katip Çelebi University School of Medicine, İzmir, Turkey
| | - Ezgi Karagöz Tanıgör
- Department of Child and Adolescent Psychiatry, Katip Çelebi University School of Medicine, İzmir, Turkey
| | - Burçin Şeyda Buran
- Department of Child and Adolescent Psychiatry, Balıkesir Atatürk State Hospital, Balıkesir, Turkey
| | - Yusuf Öztürk
- Department of Child and Adolescent Psychiatry, Health Sciences University School of Medicine, Ankara, Turkey
| | - Ali Evren Tufan
- Department of Child and Adolescent Psychiatry, Bolu Abant İzzet Baysal University School of Medicine, Bolu, Turkey
| | - Aynur Akay
- Department of Child and Adolescent Psychiatry, Dokuz Eylul University School of Medicine, İzmir, Turkey
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4
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Bampa G, Moraitou D, Metallidou P, Masoura E, Papantoniou G, Sofologi M, Kougioumtzis GA, Tsolaki M. The Efficacy of a Metacognitive Training Program in Amnestic Mild Cognitive Impairment: A 6-Month Follow-Up Clinical Study. Healthcare (Basel) 2024; 12:1019. [PMID: 38786429 PMCID: PMC11121656 DOI: 10.3390/healthcare12101019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Revised: 04/23/2024] [Accepted: 04/30/2024] [Indexed: 05/25/2024] Open
Abstract
This study was conducted in response to the increasing prevalence of Alzheimer's disease (AD) dementia and the significant risk faced by individuals with amnestic mild cognitive impairment with multiple-domain deficits (aMCI-md). Given the promising effects of MTPs, the primary aim of this study was to further explore their impact by assessing the maintenance of their benefits. Thus, 45 participants were randomly allocated in two groups: the Experimental group (n = 22), which received the metacognitive training program (MTP), and the Control group (n = 23) that received the cognitive exercises program (CEP). The training programs-the MTP and the CEP-included 10 individual sessions of a one-hour duration and took place once per week. To test the efficacy of the MTP, cognitive and metacognitive outcomes were compared between two groups-Experimental (EG) and Control (CG)-at four distinct time points: before-after-3 months-6 months after intervention. Based on this study's findings, the positive effects of the MTP were evident over a six-month period. Specifically, already three months post-training, the CG began to show a decline in training-related gains. In contrast, the EG's performance consistently improved, highlighting the superior efficacy of the MTP. Gains attributed to the MTP were detected in cognitive measures: cognitive flexibility and immediate visual recall, as well as in metacognitive measures: metacognitive control, improved metacognitive beliefs of attention, and an increased use of cognitive strategies. In conclusion, the results demonstrated the sustained effects of the MTP in cognitive and metacognitive measures over a period of six months, providing novel insight into the application and efficacy of the MTP in individuals with MCI.
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Affiliation(s)
- Grigoria Bampa
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI–AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
| | - Despina Moraitou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI–AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
| | - Panagiota Metallidou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
| | - Elvira Masoura
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (G.P.); (M.S.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (G.P.); (M.S.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Georgios A. Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 15772 Athens, Greece;
- Department of Psychology, Neapolis University Pafos, 8042 Pafos, Cyprus
| | - Magdalini Tsolaki
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI–AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
- Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD), 54643 Thessaloniki, Greece
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5
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Behrendt MG, Clark C, Elliott M, Dauer J. Relation of life sciences students' metacognitive monitoring to neural activity during biology error detection. NPJ SCIENCE OF LEARNING 2024; 9:16. [PMID: 38438416 PMCID: PMC10912288 DOI: 10.1038/s41539-024-00231-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 02/26/2024] [Indexed: 03/06/2024]
Abstract
Metacognitive calibration-the capacity to accurately self-assess one's performance-forms the basis for error detection and self-monitoring and is a potential catalyst for conceptual change. Limited brain imaging research on authentic learning tasks implicates the lateral prefrontal and anterior cingulate brain regions in expert scientific reasoning. This study aimed to determine how variation in undergraduate life sciences students' metacognitive calibration relates to their brain activity when evaluating the accuracy of biological models. Fifty undergraduate students enrolled in an introductory life sciences course completed a biology model error detection task during fMRI. Students with higher metacognitive calibration recruited lateral prefrontal regions linked in prior research to expert STEM reasoning to a greater extent than those with lower metacognitive calibration. Findings suggest that metacognition relates to important individual differences in undergraduate students' use of neural resources during an authentic educational task and underscore the importance of fostering metacognitive calibration in the classroom.
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Affiliation(s)
- Mei Grace Behrendt
- Department of Educational Psychology, University of Lincoln-Nebraska, Lincoln, NE, USA.
| | - Carrie Clark
- Department of Educational Psychology, University of Lincoln-Nebraska, Lincoln, NE, USA
| | - McKenna Elliott
- School of Natural Resources, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Joseph Dauer
- School of Natural Resources, University of Nebraska-Lincoln, Lincoln, NE, USA
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6
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Katyal S, Fleming SM. The future of metacognition research: Balancing construct breadth with measurement rigor. Cortex 2024; 171:223-234. [PMID: 38041921 PMCID: PMC11139654 DOI: 10.1016/j.cortex.2023.11.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Revised: 10/20/2023] [Accepted: 11/02/2023] [Indexed: 12/04/2023]
Abstract
Foundational work in the psychology of metacognition identified a distinction between metacognitive knowledge (stable beliefs about one's capacities) and metacognitive experiences (local evaluations of performance). More recently, the field has focused on developing tasks and metrics that seek to identify metacognitive capacities from momentary estimates of confidence in performance, and providing precise computational accounts of metacognitive failure. However, this notable progress in formalising models of metacognitive judgments may come at a cost of ignoring broader elements of the psychology of metacognition - such as how stable meta-knowledge is formed, how social cognition and metacognition interact, and how we evaluate affective states that do not have an obvious ground truth. We propose that construct breadth in metacognition research can be restored while maintaining rigour in measurement, and highlight promising avenues for expanding the scope of metacognition research. Such a research programme is well placed to recapture qualitative features of metacognitive knowledge and experience while maintaining the psychophysical rigor that characterises modern research on confidence and performance monitoring.
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Affiliation(s)
- Sucharit Katyal
- Max Planck UCL Centre for Computational Psychiatry and Ageing Research, University College London, London, UK; Wellcome Centre for Human Neuroimaging, University College London, London, UK.
| | - Stephen M Fleming
- Max Planck UCL Centre for Computational Psychiatry and Ageing Research, University College London, London, UK; Wellcome Centre for Human Neuroimaging, University College London, London, UK; Department of Experimental Psychology, University College London, London, UK.
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7
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MacLaren G. Defining dignity in higher education as an alternative to requiring 'Trigger Warnings'. Nurs Philos 2024; 25:e12474. [PMID: 38284805 DOI: 10.1111/nup.12474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2023] [Revised: 11/20/2023] [Accepted: 12/07/2023] [Indexed: 01/30/2024]
Abstract
This article examines trigger warnings, particularly the call for trigger warnings on university campuses, and from a Levinasian and Kantian ethical perspective, and addresses the question: When, if ever, are trigger warnings helpful to student's learning? The nursing curriculum is developed with key stakeholders and regulatory bodies to ensure graduate nurses are competent to deliver a high standard of care to patients and clients. Practical teaching practice and published research has uncovered an increasing use of 'Trigger Warnings' before a topic is discussed, or used as warnings on core module texts. It is appreciated that some students have personal experience of psychological or physical trauma. However, apart from identifying these students through Mitigating Circumstances committees, or when the student feels confident to share this information with a personal tutor, this information remains strictly confidential. There is the potential for covert skills such as critical analysis and skilful discussion not being attained by the student. With the assistance of Kants moral theory, an argument will develop that the insidious use of Trigger warnings and the embargo of recommended reading, requires critical discussion with the public. This would involve the rationale and pedagogical justification for the use of texts, and the necessity within nursing education to address challenging clinical topics. To support students with PTSD this may involve the research discussed on personal educational needs analysis.
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Affiliation(s)
- Gordon MacLaren
- School of Health Sciences, University of Dundee, Scotland, UK
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8
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Liao S, Yu L, Kruger JL, Reichle ED. Dynamic reading in a digital age: new insights on cognition. Trends Cogn Sci 2024; 28:43-55. [PMID: 37696692 DOI: 10.1016/j.tics.2023.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 07/31/2023] [Accepted: 08/04/2023] [Indexed: 09/13/2023]
Abstract
People increasingly read text displayed on digital devices, including computers, handheld e-readers, and smartphones. Given this, there is rapidly growing interest in understanding how the cognitive processes that support the reading of static text (e.g., books, magazines, or newspapers) might be adapted to reading digital texts. Evidence from recent experiments suggests a complex interplay of visual and cognitive influences on how people engage with digital reading. Although readers can strategically adjust their reading behaviors in response to their immediate reading context, the efficacy of these strategies depends on cognitive, metacognitive, and motivational factors. A better understanding of the factors that influence reading offers the promise of leveraging digital technologies to enhance the reading experience.
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Affiliation(s)
- Sixin Liao
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia 2109.
| | - Lili Yu
- School of Psychological Sciences, Macquarie University, Sydney, NSW, Australia 2109
| | - Jan-Louis Kruger
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia 2109; UPSET Research Focus Area, North-West University, Vanderbijlpark, South Africa 1900
| | - Erik D Reichle
- School of Psychological Sciences, Macquarie University, Sydney, NSW, Australia 2109
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9
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Zorns S, Sierzputowski C, Pardillo M, Keenan JP. Oh it's me again: Déjà vu, the brain, and self-awareness. Behav Brain Sci 2023; 46:e383. [PMID: 37961797 DOI: 10.1017/s0140525x23000201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2023]
Abstract
Déjà vu and involuntary autobiographical memories (IAMs) are differentiated by a number of factors including metacognition. In contrast to IAMs, déjà vu activates regions associated with self-awareness including the right dorsolateral prefrontal cortex.
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Affiliation(s)
- Samantha Zorns
- Cognitive Neuroimaging Laboratory, Montclair State University, Montclair, NJ, USA www.cognitiveneuroimaginglab.com
| | - Claudia Sierzputowski
- Cognitive Neuroimaging Laboratory, Montclair State University, Montclair, NJ, USA www.cognitiveneuroimaginglab.com
| | - Matthew Pardillo
- Cognitive Neuroimaging Laboratory, Montclair State University, Montclair, NJ, USA www.cognitiveneuroimaginglab.com
| | - Julian Paul Keenan
- Cognitive Neuroimaging Laboratory, Montclair State University, Montclair, NJ, USA www.cognitiveneuroimaginglab.com
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Chang RJ, Elyan R, Ahmed B, Karunanayaka P. A review and perspective on the neural basis of radiological expertise. J Clin Imaging Sci 2023; 13:33. [PMID: 37941921 PMCID: PMC10629248 DOI: 10.25259/jcis_135_2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Accepted: 09/09/2023] [Indexed: 11/10/2023] Open
Abstract
Radiological expertise requires tremendous time, effort, and training. While there has been a myriad of studies focusing on radiological expertise and error, the precise underlying neural mechanism still remains largely unexplored. In this article, we review potential neural mechanisms, namely, the fusiform face area, working memory, and predictive coding and propose experiments to test the predictive coding framework.
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Affiliation(s)
- Ryan Juien Chang
- Department of Radiology, Penn State College of Medicine, Hershey, Pennsylvania, United States
| | - Rommy Elyan
- Department of Radiology, Penn State College of Medicine, Hershey, Pennsylvania, United States
| | - Biyar Ahmed
- Department of Radiology, Penn State College of Medicine, Hershey, Pennsylvania, United States
| | - Prasanna Karunanayaka
- Department of Radiology, Penn State College of Medicine, Hershey, Pennsylvania, United States
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Dando CJ, Nahouli Z, Hart A, Pounder Z. Real-world implications of aphantasia: episodic recall of eyewitnesses with aphantasia is less complete but no less accurate than typical imagers. ROYAL SOCIETY OPEN SCIENCE 2023; 10:231007. [PMID: 37885991 PMCID: PMC10598423 DOI: 10.1098/rsos.231007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/28/2023]
Abstract
Individuals with aphantasia report an inability to voluntarily visually image and reduced episodic memory, yet episodic accounts provided by witnesses and victims are fundamental for criminal justice. Using the mock-witness paradigm, we investigated eyewitness memory of individuals with aphantasia versus typical imagers. Participants viewed a mock crime and 48 hours later were interviewed about the event, randomly allocated to one of three conditions. Two interview conditions included techniques designed to support episodic retrieval mode, namely (i) Mental Reinstatement of Context (MRC) and (ii) Sketch Reinstatement of Context (Sketch-RC). A third Control condition did not include retrieval support. Aphantasic mock-eyewitnesses recalled 30% less correct information and accounts were less complete, but they made no more errors and were as accurate as typical imagers. Interaction effects revealed reduced correct recall and less complete accounts for aphantasic participants in MRC interviews versus Sketch-RC and Control. Aphantaisic participants in the Control outperformed those in both the Sketch-RC and MRC, although Sketch-RC improved completeness by 15% versus MRC. Our pattern of results indicates reduced mental imagery ability might be compensated for by alternative self-initiated cognitive strategies. Findings offer novel insights into episodic recall performance in information gathering interviews when ability to voluntarily visualize is impoverished.
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Affiliation(s)
- Coral J. Dando
- Department of Psychology, School of Social Science, University of Westminster, London W1B 2HW, UK
| | | | - Alison Hart
- Department of Psychology, School of Social Science, University of Westminster, London W1B 2HW, UK
| | - Zoe Pounder
- Department of Experimental Psychology, University of Oxford, Oxford, UK
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Bampa G, Tsolaki M, Moraitou D, Metallidou P, Masoura E, Mintziviri M, Paparis K, Tsourou D, Papantoniou G, Sofologi M, Papaliagkas V, Kougioumtzis G, Papatzikis E. Metacognitive Differences in Amnestic Mild Cognitive Impairment and Healthy Cognition: A Cross-Sectional Study Employing Online Measures. J Intell 2023; 11:184. [PMID: 37754914 PMCID: PMC10532837 DOI: 10.3390/jintelligence11090184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 08/28/2023] [Accepted: 08/30/2023] [Indexed: 09/28/2023] Open
Abstract
This study aimed to examine metacognitive abilities in individuals diagnosed with amnestic mild cognitive impairment (aMCI) by using online metacognitive measures during cognitive tasks. A total of 100 participants were enrolled, all aged 50 or older (mean age = 61.98; SD = 6.27), and with a minimum of six years of education (mean = 14.95; SD = 2.94). The sample included 50 individuals with aMCI (34 females) and 50 healthy controls (HC) (33 females). Both groups underwent metacognitive versions of memory tasks (Doors and People) and executive functions tasks (Wisconsin Card Sorting Test). Metacognition was assessed through confidence ratings given after each answer (referred to as metacognitive monitoring) and the accuracy of the participants' decisions to include or exclude answers from their final scores (known as metacognitive control). The results showed that although individuals with aMCI were aware of their cognitive limitations-evidenced by their lower confidence ratings across all tasks-they still exhibited overconfidence relative to their actual performance. Moreover, they included a greater number of incorrect answers in their final scores compared to the healthy control group. These findings suggest that while individuals with aMCI retain some level of awareness, their self-evaluations appear to lack precision. This observation was consistent across both types of cognitive tasks. The results underscore the need for additional research to better understand metacognition in MCI as well as the interplay between metacognitive monitoring and control.
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Affiliation(s)
- Grigoria Bampa
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI–AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
| | - Magdalini Tsolaki
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI–AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
- Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD), 54643 Thessaloniki, Greece
| | - Despina Moraitou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI–AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
| | - Panagiota Metallidou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
| | - Elvira Masoura
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
| | - Maria Mintziviri
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Konstantinos Paparis
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Dorothea Tsourou
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (G.P.); (M.S.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (G.P.); (M.S.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Vasileios Papaliagkas
- Department of Biomedical Sciences, School of Health Sciences, International Hellenic University, 57400 Thessaloniki, Greece;
| | - Georgios Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 15772 Athens, Greece;
- Department of Psychology, Neapolis University Pafos, Pafos 8042, Cyprus
| | - Efthymios Papatzikis
- Department of Early Childhood Education and Care, Oslo Metropolitan University, 0167 Oslo, Norway
- College of Medicine and Health Sciences, Khalifa University, Abu Dhabi 127788, United Arab Emirates
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13
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Lande NM, Ask TF, Sætren SS, Lugo RG, Sütterlin S. The Role of Emotion Regulation for General Self-Efficacy in Adolescents Assessed Through Both Neurophysiological and Self-Reported Measures. Psychol Res Behav Manag 2023; 16:3373-3383. [PMID: 37650113 PMCID: PMC10464900 DOI: 10.2147/prbm.s406702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 07/28/2023] [Indexed: 09/01/2023] Open
Abstract
Background Self-efficacy, the belief in one's ability and capacity to organize and execute actions required to achieve desired results, is associated with adolescent academic achievement and reduced risk for psychopathology. Adolescent emotion regulation represents an important component in the relationship between self-efficacy and developmental outcomes, but the underlying neurophysiological mechanisms are poorly understood. It is unclear how emotion regulation strategies, which change with experience, and emotion regulation capacity, which is largely determined by genetics, contribute to the development of self-efficacy. Aim The present study aims to explore the relationship between emotion regulation and self-efficacy in adolescents. We hypothesize that neurophysiological emotion regulation capacity moderates the relationship between emotion regulation strategies and self-efficacy. Methods The present study applied a cross-sectional design. A sample of high-school students (N = 45, nfemale = 31, age = 17-18) provided answers on the General Self-Efficacy Questionnaire and the Emotion Regulation Questionnaire. Vagal tone was used as an indicator for emotion regulation capacity. Results In the initial correlational analysis, reappraisal, but not expressive suppression nor vagal tone was associated with self-efficacy. Vagal tone was not associated with any self-report measures of emotion regulation or self-efficacy. Contrary to our hypothesis, vagal tone did not moderate the relationship between emotion regulation and self-efficacy. Conclusion This is the first study assessing the relationship between neurophysiological indicators of emotion regulation and self-efficacy. Our results do not indicate that vagal tone moderates the relationship between emotion regulation strategies and general self-efficacy. Future studies should also assess the possible influence of metacognition and interoception on relationships.
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Affiliation(s)
| | - Torvald F Ask
- Department of Health, Welfare and Organization, Østfold University College, Halden, Norway
- Department of Information Security and Communication Technology, Norwegian University of Science and Technology, Gjøvik, Norway
| | - Sjur Skjørshammer Sætren
- Department for Child and Adolescent Research, Norwegian Centre for Violence and Traumatic Stress Studies, Oslo, Norway
- TIPS Centre for Clinical Research in Psychosis, Stavanger University Hospital, Stavanger, Norway
| | - Ricardo Gregorio Lugo
- Department of Health, Welfare and Organization, Østfold University College, Halden, Norway
- Department of Information Security and Communication Technology, Norwegian University of Science and Technology, Gjøvik, Norway
- Centre for Digital Forensics and Cybersecurity, Tallinn University of Technology, Tallinn, Estonia
| | - Stefan Sütterlin
- Department of Health, Welfare and Organization, Østfold University College, Halden, Norway
- Centre for Digital Forensics and Cybersecurity, Tallinn University of Technology, Tallinn, Estonia
- Faculty of Computer Science, Albstadt-Sigmaringen University, Sigmaringen, Germany
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14
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Jiang L, Yang C, Pi Z, Li Y, Liu S, Yi X. Individuals with High Metacognitive Ability Are Better at Divergent and Convergent Thinking. J Intell 2023; 11:162. [PMID: 37623545 PMCID: PMC10455872 DOI: 10.3390/jintelligence11080162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Revised: 07/29/2023] [Accepted: 08/09/2023] [Indexed: 08/26/2023] Open
Abstract
Is metacognitive ability a predictor of creative performance? Previous studies have produced conflicting findings. To clarify whether this relationship exists, the current study used eye tracking techniques and vocal thinking reports to explore creativity differences in individuals with different levels of metacognitive ability. One hundred and twelve participants completed the Metacognitive Ability scale, and were divided into two groups (with thirty participants in each group) based on their metacognition scores (the highest and lowest 27% of metacognitive ability scores). Then, participants in both groups completed two creative thinking tasks (AUT and CCRAT) while their eye behaviors were recorded by eye tracking. The results showed that participants with high metacognitive ability were better at divergent thinking, as evidenced by greater fixation and saccade counts, as well as smaller saccade amplitudes in the AUT task. In addition, Bayesian analyses provide anecdotal evidence that participants with high metacognitive ability tended to be better at convergent thinking. Furthermore, eye tracking results demonstrated that they exhibited longer fixation duration and more fixation count on the materials in the CCRAT task. These findings reflect an important role of metacognition in creative thinking, especially in divergent thinking.
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Affiliation(s)
- Lan Jiang
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 Chang’an Road, Yanta District, Xi’an 710062, China; (L.J.); (Z.P.)
| | - Chunliang Yang
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing 100875, China; (C.Y.); (S.L.)
| | - Zhongling Pi
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 Chang’an Road, Yanta District, Xi’an 710062, China; (L.J.); (Z.P.)
| | - Yangping Li
- School of Foreign Studies, Xi’an Jiaotong University, No. 28 Xianning West Road, Xi’an 710049, China;
| | - Shaohang Liu
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing 100875, China; (C.Y.); (S.L.)
| | - Xinfa Yi
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 Chang’an Road, Yanta District, Xi’an 710062, China; (L.J.); (Z.P.)
- The Branch Center of National Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Shaanxi Normal University, No. 199 Chang’an Road, Yanta District, Xi’an 710062, China
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15
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Osorio T H, Reyes M G. Decision Making in Moral Judgment Context is Modulated by Individual Metacognition. Psychol Rep 2023:332941231191067. [PMID: 37496382 DOI: 10.1177/00332941231191067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/28/2023]
Abstract
Metacognition refers to the human capacity to access and monitor one's own mental states. Recent research suggests that this capacity expands to the social world, e.g., when individuals explicitly share their cognitive processes with others. Additionally, metacognition is also linked to cognitive flexibility, and the latter to ideologically radical behaviors. Indeed, the absence of control over one's own mental activity could be at the base of different phenomena linked to social cognition. We investigate the metacognitive capacity of individuals in relation to the radicality with which they make a moral choice (utilitarian vs. deontological). For this purpose, 76 participants were submitted to 24 hypothetical situations, with the aim of evaluating the consistency (i.e., the radicality) of their moral choices. Then, in an independent experimental session, we evaluated the participants' metacognitive efficiency. We managed to demonstrate that individual metacognition scores are correlated with the radicality of a moral choice. We discussed the impact and relevance of metacognition in ecological contexts, particularly where subjective evaluation of the environment involves individual choices with social consequences.
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Affiliation(s)
- Hugo Osorio T
- Faculty of Psychology, Universidad Diego Portales, Santiago, Chile
| | - Gabriel Reyes M
- Faculty of Psychology, Universidad del Desarrollo, Santiago, Chile
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16
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Embon I, Cukier S, Iorio A, Barttfeld P, Solovey G. Is visual metacognition associated with autistic traits? A regression analysis shows no link between visual metacognition and Autism-Spectrum Quotient scores. Conscious Cogn 2023; 110:103502. [PMID: 36934669 DOI: 10.1016/j.concog.2023.103502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 02/27/2023] [Accepted: 03/03/2023] [Indexed: 03/21/2023]
Abstract
Metacognition -the human ability to recognize correct decisions- is a key cognitive process linked to learning and development. Several recent studies investigated the relationship between metacognition and autism. However, the evidence is still inconsistent. While some studies reported autistic people having lower levels of metacognitive sensitivity, others did not. Leveraging the fact that autistic traits are present in the general population, our study investigated the relationship between visual metacognition and autistic traits in a sample of 360 neurotypical participants. We measured metacognition as the correspondence between confidence and accuracy in a visual two alternative forced choice task. Autistic-traits were assessed through the Autism-spectrum Quotient (AQ) score. A regression analysis revealed no statistically significant association between autistic traits and metacognition or confidence. Furthermore, we found no link between AQ sub-scales and metacognition. We do not find support for the hypothesis that autistic traits are associated with metacognition in the general population.
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Affiliation(s)
- Iair Embon
- Instituto de Cálculo, Facultad de Ciencias Exactas y Naturales, UBA-CONICET, Buenos Aires CP: 1428, Argentina; Cognitive Science Group, Instituto de Investigaciones Psicológicas (IIPsi, CONICET-UNC), Facultad de Psicología, Universidad Nacional de Córdoba, Córdoba CP: 5000, Argentina.
| | - Sebastián Cukier
- Programa Argentino para Niños, Adolescentes y Adultos con Condiciones del Espectro del Autismo, Buenos Aires CP: 1640, Argentina.
| | - Alberto Iorio
- University of Buenos Aires, Faculty of Psychology, Buenos Aires CP: 1207, Argentina; Instituto de Biología y Medicina Experimental, Laboratorio de Biología del Comportamiento, CONICET, Buenos Aires CP: 1428, Argentina.
| | - Pablo Barttfeld
- Cognitive Science Group, Instituto de Investigaciones Psicológicas (IIPsi, CONICET-UNC), Facultad de Psicología, Universidad Nacional de Córdoba, Córdoba CP: 5000, Argentina.
| | - Guillermo Solovey
- Instituto de Cálculo, Facultad de Ciencias Exactas y Naturales, UBA-CONICET, Buenos Aires CP: 1428, Argentina.
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17
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Fleur DS, Bos WVD, Bredeweg B. Social Comparison in Learning Analytics Dashboard supporting Motivation and Academic Achievement. COMPUTERS AND EDUCATION OPEN 2023. [DOI: 10.1016/j.caeo.2023.100130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2023] Open
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18
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Ask TF, Knox BJ, Lugo RG, Helgetun I, Sütterlin S. Neurophysiological and emotional influences on team communication and metacognitive cyber situational awareness during a cyber engineering exercise. Front Hum Neurosci 2023; 16:1092056. [PMID: 36684840 PMCID: PMC9850429 DOI: 10.3389/fnhum.2022.1092056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Accepted: 12/16/2022] [Indexed: 01/07/2023] Open
Abstract
Background: Cyber operations unfold at superhuman speeds where cyber defense decisions are based on human-to-human communication aiming to achieve a shared cyber situational awareness. The recently proposed Orient, Locate, Bridge (OLB) model suggests a three-phase metacognitive approach for successful communication of cyber situational awareness for good cyber defense decision-making. Successful OLB execution implies applying cognitive control to coordinate self-referential and externally directed cognitive processes. In the brain, this is dependent on the frontoparietal control network and its connectivity to the default mode network. Emotional reactions may increase default mode network activity and reduce attention allocation to analytical processes resulting in sub-optimal decision-making. Vagal tone is an indicator of activity in the dorsolateral prefrontal node of the frontoparietal control network and is associated with functional connectivity between the frontoparietal control network and the default mode network. Aim: The aim of the present study was to assess whether indicators of neural activity relevant to the processes outlined by the OLB model were related to outcomes hypothesized by the model. Methods: Cyber cadets (N = 36) enrolled in a 3-day cyber engineering exercise organized by the Norwegian Defense Cyber Academy participated in the study. Differences in prospective metacognitive judgments of cyber situational awareness, communication demands, and mood were compared between cyber cadets with high and low vagal tone. Vagal tone was measured at rest prior to the exercise. Affective states, communication demands, cyber situational awareness, and metacognitive accuracy were measured on each day of the exercise. Results: We found that cyber cadets with higher vagal tone had better metacognitive judgments of cyber situational awareness, imposed fewer communication demands on their teams, and had more neutral moods compared to cyber cadets with lower vagal tone. Conclusion: These findings provide neuroergonomic support for the OLB model and suggest that it may be useful in education and training. Future studies should assess the effect of OLB-ing as an intervention on communication and performance.
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Affiliation(s)
- Torvald F. Ask
- Department of Information Security and Communication Technology, Norwegian University of Science and Technology, Gjøvik, Norway
- Faculty for Health, Welfare and Organization, Østfold University College, Halden, Norway
| | - Benjamin J. Knox
- Department of Information Security and Communication Technology, Norwegian University of Science and Technology, Gjøvik, Norway
- Faculty for Health, Welfare and Organization, Østfold University College, Halden, Norway
- Norwegian Armed Forces Cyber Defense, Lillehammer, Norway
| | - Ricardo G. Lugo
- Department of Information Security and Communication Technology, Norwegian University of Science and Technology, Gjøvik, Norway
- Faculty for Health, Welfare and Organization, Østfold University College, Halden, Norway
| | - Ivar Helgetun
- Norwegian Defense University College, Cyber Academy, Lillehammer, Norway
| | - Stefan Sütterlin
- Faculty for Health, Welfare and Organization, Østfold University College, Halden, Norway
- Faculty of Computer Science, Albstadt-Sigmaringen University, Sigmaringen, Germany
- Centre for Digital Forensics and Cyber Security, Tallinn University of Technology, Tallinn, Estonia
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19
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Abstract
The human ability to introspect on thoughts, perceptions or actions − metacognitive ability − has become a focal topic of both cognitive basic and clinical research. At the same time it has become increasingly clear that currently available quantitative tools are limited in their ability to make unconfounded inferences about metacognition. As a step forward, the present work introduces a comprehensive modeling framework of metacognition that allows for inferences about metacognitive noise and metacognitive biases during the readout of decision values or at the confidence reporting stage. The model assumes that confidence results from a continuous but noisy and potentially biased transformation of decision values, described by a confidence link function. A canonical set of metacognitive noise distributions is introduced which differ, amongst others, in their predictions about metacognitive sign flips of decision values. Successful recovery of model parameters is demonstrated, and the model is validated on an empirical data set. In particular, it is shown that metacognitive noise and bias parameters correlate with conventional behavioral measures. Crucially, in contrast to these conventional measures, metacognitive noise parameters inferred from the model are shown to be independent of performance. This work is accompanied by a toolbox (ReMeta) that allows researchers to estimate key parameters of metacognition in confidence datasets. Metacognition is a person’s ability to think about their own thoughts. For example, imagine you are walking in a dark forest when you see an elongated object. You think it is a stick rather than a snake, but how sure are you? Reflecting on one’s certainty about own thoughts or perceptions – confidence – is a prime example of metacognition. While our ability to think about our own thoughts in this way provides many, perhaps uniquely human, advantages, confidence judgements are prone to biases. Often, humans tend to be overconfident: we think we are right more often than we actually are. Internal noise of neural processes can also affect confidence. Understanding these imperfections in metacognition could shed light on how humans think, but studying this phenomenon is challenging. Current methods are lacking either mechanistic insight about the sources of metacognitive biases and noise or rely on unrealistic assumptions. A better model for how metacognition works could provide a clearer picture. Guggenmos developed a mathematical model and a computer toolbox to help researchers investigate how humans or animals estimate confidence in their own thoughts and resulting decisions . The model splits metacognition apart, allowing scientists to explore biases and sources of noise at different phases in the process. It takes two kinds of data: the decisions study participants make, and how sure they are about their decision being correct. It then recreates metacognition in three phases: the primary decision, the metacognitive readout of the evidence, and the confidence report. This allows investigators to see where and when noise and bias come into play. Guggenmos tested the model using independent data from a visual discrimination task and found that it was able to predict how confident participants reported to be in their decisions. Metacognitive ability can change in people with mental illness. People with schizophrenia have often been found to be overconfident in their decisions, while people with depression can be underconfident. Using this model to separate the various facets of metacognition could help to explain why. It could also shed light on human thinking in general.
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Affiliation(s)
- Matthias Guggenmos
- Health and Medical University, Institute for Mind, Brain and Behavior
- Charité – Universitätsmedizin Berlin, Department of Psychiatry and Neurosciences, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin
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20
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Gerhardt S, Lex G, Holzammer J, Karl D, Wieland A, Schmitt R, Recuero AJ, Montero JA, Weber T, Vollstädt-Klein S. Effects of chess-based cognitive remediation training as therapy add-on in alcohol and tobacco use disorders: protocol of a randomised, controlled clinical fMRI trial. BMJ Open 2022; 12:e057707. [PMID: 36691127 PMCID: PMC9454048 DOI: 10.1136/bmjopen-2021-057707] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Accepted: 08/16/2022] [Indexed: 01/26/2023] Open
Abstract
BACKGROUND Alcohol and tobacco use disorders (AUD, TUD) are frequent, both worldwide and in the German population, and cognitive impairments are known to facilitate instances of relapse. Cognitive training has been proposed for enhancing cognitive functioning and possibly improving treatment outcome in mental disorders. However, these effects and underlying neurobiological mechanisms are not yet fully understood regarding AUD and TUD. Examining the effect of chess-based cognitive remediation training (CB-CRT) on neurobiological, neuropsychological and psychosocial aspects as well as treatment outcomes will provide insights into mechanisms underlying relapse and abstinence and might help to improve health behaviour in affected individuals if used as therapy add-on. METHODS AND ANALYSIS N=96 individuals with either AUD (N=48) or TUD (N=48) between 18 and 65 years of age will participate in a randomised, controlled clinical functional MRI (fMRI) trial. Two control groups will receive treatment as usual, that is, AUD treatment in a clinic, TUD outpatient treatment. Two therapy add-on groups will receive a 6-week CB-CRT as a therapy add-on. FMRI tasks, neurocognitive tests will be administered before and afterwards. All individuals will be followed up on monthly for 3 months. Endpoints include alterations in neural activation and neuropsychological task performance, psychosocial functioning, and relapse or substance intake. Regarding fMRI analyses, a general linear model will be applied, and t-tests, full factorial models and regression analyses will be conducted on the second level. Behavioural and psychometric data will be analysed using t-tests, regression analyses, repeated measures and one-way analyses of variance. ETHICS AND DISSEMINATION This study has been approved by the ethics committee of the medical faculty Mannheim of the University of Heidelberg (2017-647N-MA). The findings of this study will be presented at conferences and published in peer-reviewed journals. TRIAL REGISTRATION The study was registered in the Clinical Trials Register (trial identifier: NCT04057534 at clinicaltrials.gov).
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Affiliation(s)
- Sarah Gerhardt
- Department of Addictive Behavior and Addiction Medicine, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Gereon Lex
- Department of Addictive Behavior and Addiction Medicine, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Jennifer Holzammer
- Department of Addictive Behavior and Addiction Medicine, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Damian Karl
- Department of Addictive Behavior and Addiction Medicine, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Alfred Wieland
- Institute of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Roland Schmitt
- Department of Addictive Behavior and Addiction Medicine, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | | | | | | | - Sabine Vollstädt-Klein
- Department of Addictive Behavior and Addiction Medicine, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
- Mannheim Center for Translational Neurosciences (MCTN), Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
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21
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Barrientos MS, Valenzuela P, Hojman V, Reyes G. Students With High Metacognition Are Favourable Towards Individualism When Anxious. Front Psychol 2022; 13:910132. [PMID: 35664137 PMCID: PMC9158479 DOI: 10.3389/fpsyg.2022.910132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Accepted: 04/27/2022] [Indexed: 12/02/2022] Open
Abstract
Metacognitive ability has been described as an important predictor of several processes involved in learning, including problem-solving. Although this relationship is fairly documented, little is known about the mechanisms that could modulate it. Given its relationship with both constructs, we decided to evaluate the impact of self-knowledge on PS. In addition, we inspected whether emotional (self-reported anxiety) and interpersonal (attitudes towards social interdependence) variables could affect the relationship between metacognition and problem-solving. We tested a sample of 32 undergraduate students and used behavioural tasks and self-report questionnaires. Contrary to the literature, we found no significant relationship between metacognition and problem-solving performance, nor a significant moderating effect when including emotional and interpersonal variables in the model. In contrast, we observed a significant moderating model combining metacognition, self-reported anxiety and attitudes towards social interdependence. It was found that participants with high metacognition reported attitudes unfavourable towards interdependence when they felt high anxiety. These results suggest that already anxious individuals with high metacognition would prefer to work alone rather than with others, as a coping mechanism against further anxiety derived from cooperation. We hypothesise that in anxiogenic contexts, metacognition is used as a tool to compare possible threats with one's own skills and act accordingly, in order to maximise one's own performance. Further studies are needed to understand how metacognition works in contexts adverse to learning.
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Affiliation(s)
- Mauricio S. Barrientos
- Cognitive Science Laboratory, Faculty of Psychology, Universidad del Desarrollo, Santiago, Chile
| | - Pilar Valenzuela
- Faculty of Psychology, Universidad del Desarrollo, Santiago, Chile
| | - Viviana Hojman
- Faculty of Psychology, Universidad del Desarrollo, Santiago, Chile
| | - Gabriel Reyes
- Cognitive Science Laboratory, Faculty of Psychology, Universidad del Desarrollo, Santiago, Chile
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22
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Boldt A, Gilbert SJ. Partially Overlapping Neural Correlates of Metacognitive Monitoring and Metacognitive Control. J Neurosci 2022; 42:3622-3635. [PMID: 35304428 PMCID: PMC9053853 DOI: 10.1523/jneurosci.1326-21.2022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 01/10/2022] [Accepted: 01/12/2022] [Indexed: 11/21/2022] Open
Abstract
Metacognition describes the process of monitoring one's own mental states, often for the purpose of cognitive control. Previous research has investigated how metacognitive signals are generated (metacognitive monitoring), for example, when people (both female/male) judge their confidence in their decisions and memories. Research has also investigated how metacognitive signals are used to influence behavior (metacognitive control), for example, setting a reminder (i.e., cognitive offloading) for something you are not confident you will remember. However, the mapping between metacognitive monitoring and metacognitive control needs further study on a neural level. We used fMRI to investigate a delayed-intentions task with a reminder element, allowing human participants to use their metacognitive insight to engage metacognitive control. Using multivariate pattern analysis, we found that we could separately decode both monitoring and control, and, to a lesser extent, cross-classify between them. Therefore, brain patterns associated with monitoring and control are partially, but not fully, overlapping.SIGNIFICANCE STATEMENT Models of metacognition commonly distinguish between monitoring (how metacognition is formed) and control (how metacognition is used for behavioral regulation). Research into these facets of metacognition has often happened in isolation. Here, we provide a study which directly investigates the mapping between metacognitive monitoring and metacognitive control at a neural level. We applied multivariate pattern analysis to fMRI data from a novel task in which participants separately rated their confidence (metacognitive monitoring) and how much they would like to use a reminder (metacognitive control). We find support for the notion that the two aspects of metacognition overlap partially but not fully. We argue that future research should focus on how different metacognitive signals are selected for control.
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Affiliation(s)
- Annika Boldt
- Institute of Cognitive Neuroscience, University College London, London, WC1N 3AZ, United Kingdom
| | - Sam J Gilbert
- Institute of Cognitive Neuroscience, University College London, London, WC1N 3AZ, United Kingdom
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