Age-Related Differences in Framing Selective Memory in Terms of Gains and Losses

We examined whether framing younger and older adults learning goals in terms of maximizing gains or minimizing losses impacts their ability to selectively remember high-value information. Specifically, we presented younger and older adults with lists of words paired with point values and participants were either told that they would receive the value associated with each word if they recalled it on a test or that they would lose the points associated with each word if they failed to recall it on the test. We also asked participants to predict the likelihood of recalling each word to determine if younger and older adults were metacognitively aware of any potential framing effects. Results revealed that older adults expected to be more selective when their goals were framed in terms of losses, but younger adults expected to be more selective when their goals were framed in terms of gains. However, this was not the case as both younger and older adults were more selective for high-value information when their goals were framed in terms of maximizing gains compared with minimizing losses. Thus, the framing of learning goals can impact metacognitive decisions and subsequent memory in both younger and older adults.

The effects of multitasking on metacognitive monitoring in primary and secondary school students

Influenced by the epidemic and the rapid popularization of smart devices, media multitasking has become increasingly common in people's lives and has attracted the attention of researchers, particularly among adolescents who are native to the digital era. However, previous studies have focused primarily on the relationship between multitasking and general cognitive functions, paying less attention to the connection between multitasking and metacognition, and there is a lack of research specifically addressing adolescents in this context. To address this gap, the current study conducted two experiments with upper primary and secondary school students to explore the relationship between multitasking and adolescents' metacognition under intrinsic and extrinsic cue conditions using metacognitive monitoring as an indicator. The results revealed that multitasking significantly reduced adolescents' metacognitive monitoring accuracy. However, the scores on the media multitasking questionnaire did not significantly correlate with metacognitive monitoring accuracy in the laboratory task. This finding suggested that multitasking, under both intrinsic and extrinsic cue conditions, impairs the accuracy of metacognitive monitoring for primary and secondary school students. However, daily media multitasking activities among these students were not significantly correlated with metacognitive monitoring accuracy.

Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving

Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students' metacognition and self-efficacy while they solved challenging problems, and asked: 1) What metacognitive regulation skills are evident when first-year life science students solve problems on their own? and 2) What aspects of learning self-efficacy do first-year life science students reveal when they solve problems on their own? Think-aloud interviews were conducted with 52 first-year life science students across three institutions and analyzed using content analysis. Our results reveal that while first-year life science students plan, monitor, and evaluate when solving challenging problems, they monitor in a myriad of ways. One aspect of self-efficacy, which we call self-coaching, helped students move past the discomfort of monitoring a lack of understanding so they could take action. These verbalizations suggest ways we can encourage students to couple their metacognitive skills and self-efficacy to persist when faced with challenging problems. Based on our findings, we offer recommendations for helping first-year life science students develop and strengthen their metacognition to achieve improved problem-solving performance.

The perception of dramatic risks: Biased media, but unbiased minds

In their famous study on risk judgments, Lichtenstein, Slovic, Fischhoff, Layman, and Combs (1978) concluded that people tend to overestimate the frequencies of dramatic causes of death (e.g., homicide, tornado) and underestimate the frequencies of nondramatic ones (e.g., diabetes, heart disease). Further, their analyses of newspapers indicated that dramatic risks are overrepresented in the media-suggesting that people's distorted risk perceptions might be driven by distortions in media coverage. Although these patterns were not evaluated statistically in the original analyses, the conclusions have become a staple in the social sciences. How reliable are they? And are they replicable? In a systematic literature search, I identified existing replications of Lichtenstein et al.'s investigation and submitted both the original data and the data from the replications to a Bayesian statistical analysis. All datasets indicated very strong evidence for an overrepresentation of dramatic risks and an underrepresentation of nondramatic risks in media coverage. However, a reliable overestimation (underestimation) of dramatic (nondramatic) risks in people's frequency judgments emerged only in Lichtenstein et al.'s dataset; it did not replicate in the other datasets. In fact, aggregated across all datasets, there was evidence for the absence of a differential distortion of dramatic and nondramatic causes of death in people's risk frequency judgments. Additional analyses suggest that when judging risk frequency, people rely on samples from their personal social networks rather than from the media. The results reveal a limited empirical basis for the common notion that distortions in people's risk judgments echo distortions in media coverage. They also suggest that processes of risk frequency judgments include a metacognitive mechanism that is sensitive to the source of mentally available samples.

Dissociations between data-driven and goal-driven effort reports: Performance, metacognition, and affect

Measuring effort has long been a challenge and this seems particularly true in the case of subjective effort. Koriat et al. compared two types of effort frames, what they call data-driven effort, the amount of effort perceived to be required by a task, and goal-driven effort, the amount of effort one chooses to invest in a task. This study investigates whether self-reports of data- and goal-driven effort are differentially associated with test performance, metacognition, and affect in a complex learning task. Results demonstrate that data- and goal-driven effort have qualitatively different relations with many of these variables. For example, partial correlations revealed data-driven effort was negatively associated with prospective and retrospective performance estimates, but the opposite pattern emerged for goal-driven effort. These results demonstrate that how subjective measures of effort are framed (and interpreted by the respondent) can drastically influence how they relate to other variables of interest.

Metacognitive judgment formation during map learning: Evidence for global monitoring

Street maps are sometimes complex. They may show landmark names, locations, routes between landmarks, and where landmarks are relative to one another. Map learners may aim to learn one map component, like landmark locations, but later must remember a different component, such as routes. In other words, congruency between learning goals and tests may contribute to map memory. Further, research demonstrates that complex knowledge acquisition may be improved when metacognitive processes are congruent with tested material. The present work examined the relationship between learning goals, a type of metacognitive monitoring judgment referred to as judgments of learning (JOLs), and tests of map learning to determine whether congruency between goals and JOL prompts (Exp 1) and JOL prompts and tests (Exp 2) influenced memory and metacognitive accuracy. Congruency between learning goals and JOL prompts contributed to metacognitive accuracy, particularly when map components were highly complex. Contrary to our hypotheses, congruency between JOL prompts and tests did not contribute to memory or metacognitive accuracy. Our results suggest learners could accurately predict their memory, and cues such as map complexity and information accumulation across learning trials influenced rating magnitude.

Personalized strategies for academic success in learning anatomy: Exploring metacognitive and technological adaptation in medical students

Personalization of learning is an educational strategy rooted in metacognition and is significant in academic training. This is especially true in medical contexts. This study explored the relationship between the metacognitive profile of students of human anatomy, the classification of questions according to their difficulty, and the anatomical domain. It also covered the integration of educational technologies to create personalized learning environments. The identification of metacognitive profiles ("Active", "Pragmatic", "Theoretical", and "Reflective") has been highlighted as a critical influence on students' responses to different pedagogical approaches. Personalized adaptation based on these profiles has shown potential for improving grades and increasing student satisfaction and engagement with learning. The results revealed variations in student performance in relation to different pedagogical approaches, learning units, and evaluation modalities. The "Experience" evaluation modality, personalized according to metacognitive profiles, level of competence, and learning objectives, resulted in higher average scores. However, there was significant variability in the results. Those findings confirm the effectiveness of metacognitive adaptation in improving academic performance. Furthermore, they provide a solid basis for formulating personalized and effective pedagogical strategies in medical education. They recognize the influence of metacognitive profiles on student performance and contribute to advancing medical pedagogy.

The influence of irrelevant emotionally negative stimuli on early and late retrospective metacognitive judgements

It is well established that negative emotions influence a range of cognitive processes. How these emotions influence the metacognitive judgement individuals make about their own performance and whether this influence is similar depending on the conditions under which metacognition is assessed, however, is far less understood. The primary aim of this study was to determine whether exposure to emotional stimuli could influence metacognitive judgements made under short or long time constraints. A total sample of 144 young adults (aged 18-35 years) was recruited and asked to complete an arithmetic strategy selection task under emotional or neutral condition. Following each strategy selection trial, participants also provided a retrospective confidence judgement (RCJ). Both strategy selection and RCJ were collected under short or long time constraints (1,500 vs. 2,500 ms for strategy selection and 800 vs. 1,500 ms for RCJ). In addition to replicating previous findings showing lower rates of better strategy selection under negative emotions compared with neutral condition, an effect of negative stimuli on the accuracy of participants' confidence judgements was found, but only if participants had a short time limit to make their second-level evaluation. Such findings are consistent with the hypothesis that exposure to emotional stimuli disturbs early, but not late metacognitive processes and have important implications to further our understanding of the role of emotions on metacognition.

Subjective memory measures: Metamemory questionnaires currently in use

Subjective memory evaluation is important for assessing memory abilities and complaints alongside objective measures. In research and clinical settings, questionnaires are used to examine perceived memory ability, memory complaints, and memory beliefs/knowledge. Although they provide a structured measure of self-reported memory, there is some debate as to whether subjective evaluation accurately reflects memory abilities. Specifically, the disconnect between subjective and objective memory measures remains a long-standing issue within the field. Thus, it is essential to evaluate the benefits and limitations of questionnaires that are currently in use. This review encompasses three categories of metamemory questionnaires: self-efficacy, complaints, and multidimensional questionnaires. Factors influencing self-evaluation of memory including knowledge and beliefs about memory, ability to evaluate memory, recent metamemory experiences, and affect are examined. The relationship between subjective and objective memory measures is explored, and considerations for future development and use of metamemory questionnaires are provided.

Parental rights or parental wrongs: Parents' metacognitive knowledge of the factors that influence their school choice decisions

School choice initiatives-which empower parents to choose which schools their children attend-are built on the assumptions that parents know what features of a school are most important to their family and that they are capable of focusing on the most important features when they make their decisions. However, decades of psychological research suggest that decision makers lack metacognitive knowledge of the factors that influence their decisions. We sought to reconcile this discrepancy between the policy assumptions and the psychological research. To do so, we asked participants to complete Choice-Based Conjoint surveys in which they made series of choices between different hypothetical schools. We then asked participants to self-report the weight they placed on each attribute when making their choices. Across four studies, we found that participants did not know how much weight they had placed on various school attributes. Average correlations between stated and revealed weights ranged from r = .34-.54. Stated weights predicted different choices than revealed weights in 16.41-20.63% of decisions. These metacognitive limitations persisted regardless of whether the participants were parents or non-parents (Study 1a/1b), the nature of the attributes that participants used to evaluate alternatives (Study 2), and whether or not decision makers had access to school ratings that could be used as metacognitive aids (Study 3). In line with prior psychological research-and in contract to policy assumptions-these findings demonstrate that decision makers do not have particularly strong metacognitive knowledge of the factors that influence their school choice decisions. As a result, parents making school choice decisions are likely to seek out and use the wrong information, thus leading to suboptimal school choices. Future research should replicate these results in more ecologically valid samples and test new approaches to school choice that account for these metacognitive limitations.

Effect of metacognitive therapy on depression in patients with chronic disease: a protocol for a systematic review and meta-analysis

BACKGROUND

Chronic diseases have a high prevalence worldwide, and patients with chronic diseases often suffer from depression, leading to a poor prognosis and a low quality of life. Metacognitive therapy is a transdiagnostic psychotherapy intervention focused on thinking patterns, with the advantages of reliable implementation effect, short intervention period and low cost. It can help patients change negative metacognition, alleviate depression symptoms, and has a higher implementation value compared with other cognitive interventions. Therefore, metacognitive therapy may be an effective way to improve the mental health of patients with chronic diseases.

METHODS AND ANALYSIS

CNKI, Wanfang Database, VIP Database for Chinese Technical Periodicals, Sinomed, PubMed, SCOPUS, Embase, The Cochrane Library, Web of Science and PsycINFO will be used to select the eligible studies. As a supplement, websites (eg, the Chinese Clinical Registry, ClinicalTrials.gov) will be searched and grey literature will be included. The heterogeneity and methodological quality of the eligible studies will be independently screened and extracted by two experienced reviewers. All the data synthesis and analysis (drawing forest plots, subgroup analysis and sensitive analysis) will be conducted using RevMan 5.4.1.

ETHICS AND DISSEMINATION

This article is a literature review that does not include patients' identifiable information. Therefore, ethical approval is not required in this protocol. The findings of this systematic review and meta-analysis will be published in a peer-reviewed journal as well as presentations at relevant conferences.

PROSPERO REGISTRATION NUMBER

CRD42023411105.

Metacognitive accuracy predicts self-reported quality of life following traumatic brain injury

OBJECTIVE

Metacognition and quality of life (QoL) are both adversely affected by traumatic brain injury (TBI), but the relation between them is not fully understood. As such, the purpose of this study was to determine the degree to which metacognitive accuracy predicts QoL in individuals with TBI.

METHODS

Eighteen participants with moderate-to-severe TBI completed a stimulus-response task requiring the discrimination of emotions depicted in pictures of faces and then provided a retrospective confidence judgment after each response. Metacognitive accuracy was calculated using participants' response accuracy and confidence judgment accuracy. Participants also completed the Quality of Life After Brain Injury (QOLIBRI) questionnaire to assess QoL in various areas of functioning.

RESULTS

Performance of a linear regression analysis revealed that higher metacognitive accuracy significantly predicted lower overall QoL. Additionally, higher metacognitive accuracy significantly predicted lower QoL related to cognition and physical limitations.

CONCLUSION

The study results provide evidence of an inverse relation between metacognitive performance and QoL following TBI. Metacognitive changes associated with TBI and their relation to QoL have several clinical implications for TBI rehabilitation.

How to Become a Memory: The Individual and Collective Aspects of Mnemicity

Human adults distinguish their mental event simulations along various dimensions-most prominently according to their "mnemicity": we track whether these simulations are outcomes of past personal experiences or not (i.e., whether we are "remembering" or "imagining"). This distinction between memory and imagination is commonly thought to reflect a deep architectural distinction in the mind. Against this idea, I argue that mnemicity is not based on a fundamentalstructural difference between memories and imaginations but is instead the result of metacognitive attribution and social construction. On this attributional view, mnemicity is likely a uniquely human capacity that both serves collective functions and has been shaped by collective norms. First, on the individual level, mnemicity attribution is an outcome of metacognitive learning: it relies on acquired interpretations of the phenomenal features of mental event simulations. Such interpretations are in part acquired through interactive reminiscing with other community members. Further, how the distinction between memory and imagination is drawn is likely sensitive to cultural norms about what remembering is, when it is appropriate to claim to remember, what can be remembered, and what remembering entails. As a result, how individuals determine whether they remember or imagine is bound to be deeply enculturated. Second, mnemicity attribution solves an important collective challenge: who to grant epistemic authority about the past. Solving this challenge is important because-for humans-the past represents not just an opportunity to learn about the future but to coordinate present social realities. How a community determines such social realities both draws on individuals' remembering and in turn shapes when, what, and how individuals remember.

Effects of metacognitive training (MCT) on social cognition for schizophrenia spectrum and related psychotic disorders: a systematic review and meta-analysis

BACKGROUND

Individuals with schizophrenia spectrum and related psychotic disorders (SSD) experience significant impairments in social cognition that impede functioning. Social cognition is a multidimensional construct consisting of four domains: 1. theory of mind, 2. emotion processing, 3. attributional style and 4. social perception. Metacognitive training (MCT) is an intervention designed to target cognitive biases in psychosis containing two modules addressing social cognition.

METHODS

A systematic review and meta-analysis was conducted to investigate the effects of MCT on social cognition and two of its domains: theory of mind and emotion processing. Ten electronic databases were scoured from 2007 to 1 February 2022 for MCT studies reporting social cognition outcomes for people with SSD (1050 identified, 282 assessed). Effect sizes were calculated using Cohen's d in R.

RESULTS

Nine studies were included in the meta-analysis (nMCT = 212, ncontrol = 194). MCT had a small but positive effect on global social cognition (d = 0.28 [95% CI 0.07-0.49]) and theory of mind (d = 0.27 [95% CI 0.01-0.52]). MCT showed no evidence of an effect on emotion processing (d = 0.03 [95% CI -0.26 to 0.32]).

CONCLUSION

MCT has a small but significant effect on social cognition for people with SSD. Our results add to other recent meta-analyses showing significant effects of MCT on clinically relevant outcomes such as positive symptoms, cognitive biases and cognitive insight. We recommend that future studies on MCT report outcomes on all four domains of social cognition.

TRIAL REGISTRATION

PROSPERO (in the process of registration) available at https://www.crd.york.ac.uk/prospero/#recordDetails.

Optimal metacognitive control of memory recall

Most of us have experienced moments when we could not recall some piece of information but felt that it was just out of reach. Research in metamemory has established that such judgments are often accurate; but what adaptive purpose do they serve? Here, we present an optimal model of how metacognitive monitoring (feeling of knowing) could dynamically inform metacognitive control of memory (the direction of retrieval efforts). In two experiments, we find that, consistent with the optimal model, people report having a stronger memory for targets they are likely to recall and direct their search efforts accordingly, cutting off the search when it is unlikely to succeed and prioritizing the search for stronger memories. Our results suggest that metamemory is indeed adaptive and motivate the development of process-level theories that account for the dynamic interplay between monitoring and control. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The relationship between metacognition, anger, and pain intensity among fibromyalgia patients: a serial mediation model

Fibromyalgia is a burdensome pain causing patients a very negative emotional state that can worsen their clinical profile, perceived disability, and treatment outcomes. In particular, anger can negatively affect pain and patient adjustment to the disease. Recent studies suggest that metacognitions and anger rumination can negatively affect anger, which in turn can amplify the intensity of pain. This study aims to investigate whether anger rumination and state anger serially mediate the relationship between metacognitions and the intensity of pain. The study included 446 subjects who: declared having received a fibromyalgia diagnosis by a rheumatologist/pain physician; completed measures of metacognitions, anger rumination, state-anger, and pain intensity. The serial mediation analysis was conducted using Hayes' PROCESS macro (Model 6). Negative beliefs about worry and beliefs about the need to control thoughts indirectly influenced the intensity of pain through two significant mediating pathways: state-anger and anger rumination to state-anger. Cognitive self-consciousness affected pain intensity directly (β = .11, p < .05) and indirectly through two significant mediating pathways: state-anger and anger rumination to state-anger. This study highlights the role of serial mediation of anger rumination and state-anger in the relationship between metacognitions and pain intensity in the field of fibromyalgia. Our work introduces new targets for anger management interventions for patients with fibromyalgia. Such interventions could be effectively addressed with a metacognitive approach considering its specific focus on dysfunctional metacognitive beliefs and repetitive negative thinking.

Neural circuits for retrospective and prospective introspection for the past, present and future in macaque monkeys and humans

For animals, including humans, to have self-awareness, the ability to reflect on one's own perceptions and cognitions, which is known as metacognition, and an understanding of consistency of the self from the past to the present and into the future based on metacognition is essential. Through the mediation of self-consciousness, animals are thought to be able to proactively act to change their environment rather than passively responding to changes in their environment. However, it has not been known whether animals have self-awareness, and, if so, how it is implemented neurobiologically. In this review article, I introduce our studies examining the neural basis of metacognitive abilities for past, present, and future actions in macaque monkeys and humans, and explore the evolutionary origins of self-awareness.

Time and memory distrust shape the dynamics of recollection and belief-in-occurrence

The current study examined how people's metamemory judgments of recollection and belief-in-occurrence change over time. Furthermore, we examined to what extent these judgments are affected by memory distrust - the subjective appraisal of one's memory functioning - as measured by the Memory Distrust Scale (MDS) and the Squire Subjective Memory Scale (SSMQ). Participants (N = 234) studied pictorial stimuli and were tested on some of these stimuli later in the same session, but were tested on other stimuli 1, 2, 4, 8, and 17 days later. Recollection and belief ratings were correlated highly and followed similar declining patterns over time. However, belief decreased relatively more slowly than recollection, such that the discrepancy between recollection and belief increased over time. Memory distrust moderated the association between recollection and belief, with this association being weaker among people who reported greater (versus lower) memory distrust. Memory distrust also interacted with retention period to predict memory judgments. Two measures of memory distrust diverged in their predictive power. In particular, only the MDS predicted the spontaneous reporting of nonbelieved memories. Our results provide support to the theoretical perspective that belief-in-occurrence is a summative judgment informed not only by recollective phenomenology but also by metamemorial beliefs.

Radical Collective Intelligence and the Reimagining of Cognitive Science

To introduce our special issue How Minds Work: The Collective in the Individual, we propose "radical CI," a form of collective intelligence, as a new paradigm for cognitive science. Radical CI posits that the representations and processes necessary to perform the cognitive functions that humans perform are collective entities, not encapsulated by any individual. To explain cognitive performance, it appeals to the distribution of cognitive labor on the assumption that the human project runs on countless interactions between locally acting individuals with specialized skills that each retain a small part of the relevant information. Some of the papers in the special issue appeal to radical CI to account for a variety of cognitive phenomena including memory performance, metacognition, belief updating, reasoning, and problem-solving. Other papers focus on the cultural and institutional practices that make radical CI possible.

Item-specific and relational encoding are effective at reducing the illusion of competence

Metamemory, or the ability to understand the capacities of one's own memory, is important for learning. To investigate questions surrounding metamemory, researchers commonly have participants make judgments of learning (JOLs) at encoding, in which participants rate their likelihood of recalling the target in a cue-target word pair when shown only the cue at test. However, the associative direction of cue-target pairs can affect the calibration of JOLs. Unlike forward associates (e.g., credit-card), in which JOLs often accurately predict recall, an illusion of competence has been reported for backward associates (e.g., card-credit), symmetrical associates (e.g., salt-pepper), and unrelated cue-target pairs (e.g., artery-bronze) such that JOLs overestimate later recall. The present study evaluates whether the illusion of competence can be reduced when participants apply deep item-specific or relational encoding tasks relative to silent reading. Across two experiments, we show that both item-specific and relational encoding strategies reduce the illusion of competence for backward associates and unrelated pairs while improving the calibration between JOLs and recall. Our findings suggest that these encoding strategies are effective at reducing the illusion of competence, with increased calibration primarily reflecting improved recall. Thus, item-specific and relational encoding strategies primarily affect retrieval processes rather than metacognitive processes that participants engage in at encoding.

Metacognitive therapy for generalized anxiety disorders in group: A case study

OBJECTIVES

In Metacognitive therapy (MCT), homework is used, for example, to increase awareness of thoughts and thought processes, to challenge metacognitive beliefs in real-life situations, and to practice new ways of processing thoughts, feelings, and symptoms. All MCT treatment manuals include homework assignments to be given between each session.

METHOD

The following study provides a detailed description of the implementation of homework in a group-based MCT treatment for generalized anxiety disorder (GAD) at an outpatient clinic in Norway. The treatment described in this case consisted of 10 weekly group sessions (7 patients) lasting two hours.

RESULTS

This case study demonstrates that group-based MCT can be used to treat GAD and describes how the use of homework can facilitate therapeutic change.

CONCLUSION

Overall, the effectiveness of MCT was found to be high. Homework gives patients the opportunity to take charge of their therapy and develop a sense of responsibility for their own progress, both during and after treatment.

Examining the relationship between metacognitive trust in thinking styles and supernatural beliefs

Conflicting findings have emerged from research on the relationship between thinking styles and supernatural beliefs. In two studies, we examined this relationship through meta-cognitive trust and developed a new: (1) experimental manipulation, a short scientific article describing the benefits of thinking styles: (2) trust in thinking styles measure, the Ambiguous Decisions task; and (3) supernatural belief measure, the Belief in Psychic Ability scale. In Study 1 (N = 415) we found differences in metacognitive trust in thinking styles between the analytical and intuitive condition, and overall greater trust in analytical thinking. We also found stronger correlations between thinking style measures (in particular intuitive thinking) and psychic ability and paranormal beliefs than with religious beliefs, but a mixed-effect linear regression showed little to no variation in how measures of thinking style related to types of supernatural beliefs. In Study 2, we replicated Study 1 with participants from the United States, Canada, and Brazil (N = 802), and found similar results, with the Brazilian participants showing a reduced emphasis on analytical thinking. We conclude that our new design, task, and scale may be particularly useful for dual-processing research on supernatural belief.

Neurophysiological and Autonomic Correlates of Metacognitive Control of and Resistance to Distractors in Ecological Setting: A Pilot Study

In organisational contexts, professionals are required to decide dynamically and prioritise unexpected external inputs deriving from multiple sources. In the present study, we applied a multimethodological neuroscientific approach to investigate the ability to resist and control ecological distractors during decision-making and to explore whether a specific behavioural, neurophysiological (i.e., delta, theta, alpha and beta EEG band), or autonomic (i.e., heart rate-HR, and skin conductance response-SCR) pattern is correlated with specific personality profiles, collected with the 10-item Big Five Inventory. Twenty-four participants performed a novel Resistance to Ecological Distractors (RED) task aimed at exploring the ability to resist and control distractors and the level of coherence and awareness of behaviour (metacognition ability), while neurophysiological and autonomic measures were collected. The behavioural results highlighted that effectiveness in performance did not require self-control and metacognition behaviour and that being proficient in metacognition can have an impact on performance. Moreover, it was shown that the ability to resist ecological distractors is related to a specific autonomic profile (HR and SCR decrease) and that the neurophysiological and autonomic activations during task execution correlate with specific personality profiles. The agreeableness profile was negatively correlated with the EEG theta band and positively with the EEG beta band, the conscientiousness profile was negatively correlated with the EEG alpha band, and the extroversion profile was positively correlated with the EEG beta band. Taken together, these findings describe and disentangle the hidden relationship that lies beneath individuals' decision to inhibit or activate intentionally a specific behaviour, such as responding, or not, to an external stimulus, in ecological conditions.

Learning and metacognition under volatility in GD: Lower learning rates and distorted coupling between action and confidence

Background and aims

Decisions and learning processes are under metacognitive control, where confidence in one's actions guides future behaviour. Indeed, studies have shown that being more confident results in less action updating and learning, and vice versa. This coupling between action and confidence can be disrupted, as has been found in individuals with high compulsivity symptoms. Patients with Gambling Disorder (GD) have been shown to exhibit both higher confidence and deficits in learning.

Methods

In this study, we tested the hypotheses that patients with GD display increased confidence, reduced action updating and lower learning rates. Additionally, we investigated whether the action-confidence coupling was distorted in patients with GD. To address this, 27 patients with GD and 30 control participants performed a predictive inference task designed to assess action and confidence dynamics during learning under volatility. Action-updating, confidence and their coupling were assessed and computational modeling estimated parameters for learning rates, error sensitivity, and sensitivity to environmental changes.

Results

Contrary to our expectations, results revealed no significant group differences in action updating or confidence levels. Nevertheless, GD patients exhibited a weakened coupling between confidence and action, as well as lower learning rates.

Discussion and conclusions

This suggests that patients with GD may underutilize confidence when steering future behavioral choices. Ultimately, these findings point to a disruption of metacognitive control in GD, without a general overconfidence bias in neutral, non-incentivized volatile learning contexts.

Metacognition in wild Japanese macaques: cost and stakes influencing information-seeking behavior

Metacognition allows us to evaluate memories and knowledge, thus enabling us to distinguish between what we know and what we do not. Studies have shown that species other than humans may possess similar abilities. However, the number of species tested was limited. Testing ten free-ranging Japanese macaques (Macaca fuscata) on a task in which they had to find food hidden inside one of the four opaque tubes, we investigated whether these subjects would seek information when needed. The monkeys could look inside the tubes before selecting one. We varied three parameters: the baiting process, the cost that monkeys had to pay to look inside the tubes, and the reward at stake. We assessed whether and how these parameters would affect the monkeys' tendency to look inside the tube before selecting one. When they were not shown which tube contained the reward, nine monkeys looked significantly more frequently in at least one condition. Half of them tended to reduce their looks when the cost was high, but only when they already knew the location of the reward. When a high-quality reward was at stake, four monkeys tended to look more inside the tubes, even though they already knew the reward's location. Our results are consistent with those of rhesus macaques, suggesting that metacognitive-like abilities may be shared by Cercopithecidae, and that, at least some monkeys may be aware of their lack of knowledge.

Hot metacognition: poorer metacognitive efficiency following acute but not traumatic stress

Aberrations to metacognition-the ability to reflect on and evaluate self-performance-are a feature of poor mental health. Theoretical models of post-traumatic stress disorder propose that following severe stress or trauma, maladaptive metacognitive evaluations and appraisals of the event drive the development of symptoms. Empirical research is required in order to reveal whether disruptions to metacognition cause or contribute to symptom development in line with theoretical accounts, or are simply a consequence of ongoing psychopathology. In two experiments, using hierarchical Bayesian modelling of metacognition measured in a memory recognition task, we assessed whether distortions to metacognition occur at a state-level after an acute stress induction, and/or at a trait-level in a sample of individuals experiencing intrusive memories following traumatic stress. Results from experiment 1, an in-person laboratory-based experiment, demonstrated that heightened psychological responses to the stress induction were associated with poorer metacognitive efficiency, despite there being no overall change in metacognitive efficiency from pre- to post-stress (N = 27). Conversely, in experiment 2, an online experiment using the same metamemory task, we did not find evidence of metacognitive alterations in a transdiagnostic sample of patients with intrusive memory symptomatology following traumatic stress (N = 36, compared to 44 matched controls). Our results indicate a relationship between state-level psychological responses to stress and metacognitive alterations. The lack of evidence for pre- to post-stress differences in metamemory illustrates the importance for future studies to reveal the direction of this relationship, and consequently the duration of stress-associated metacognitive impairments and their impact on mental health.

Investigating Retrospective and Prospective Metamemory Judgments During Episodic Memory in Patients With Obsessive-Compulsive Disorders

It is clear evidence that individuals diagnosed with obsessive-compulsive disorder (OCD) lack confidence in their memory and have low metamemory performance (judgment and accuracy). However, it is still unclear whether low metamemory performance is specific to first, domain general or domain specific, and second, to stimulus domain. To address these issues, we compared individuals diagnosed with OCD and healthy controls (HCs) on recognition, retrospective (judgments of learning [JOL]) and prospective (feeling of knowing [FOK]) metamemory judgments and under three different episodic memory tasks, which consisted of symptom-free, familiar and unfamiliar stimuli (word, scene, and face photo). OCD patients showed lower recognition performance, JOL and FOK judgments, and accuracy in all tasks than HCs. Also, OCD patients were slower than HCs during all cognitive performances. In both groups, metamemory performances were lower in familiar items than unfamiliar items. However, recognition performances were not affected by stimulus type. Our results support the idea of general episodic memory and a metamemory deficit in OCD. Moreover, metamemory deficits in OCD are domain general.

Assessment of metacognition and retinal optical coherence tomography findings in shift workers

It is known that working in the shift system, especially the night shift, affects physical, mental, and social well-being. We investigated the changes in the inner retinal layers and choroidal layer of the eyes of nurses working night and day shifts using optical coherence tomography (OCT). We also explored the effect of night shift work on metacognition and the relationships between these variables. A total of 79 nurses participated in the study, of whom 40 worked night shifts. The researcher gave the participants sociodemographic information and the Metacognition Questionnaire-30 (MCQ-30) form. Retinal nerve fiber layer (RNFL) thickness, ganglion cell layer (GCL) thickness, inner nuclear layer (INL) thickness, inner plexiform layer (IPL) thickness, central macular thickness (CMT), and subfoveal choroidal thickness (SFCT) were measured with OCT. It was found that the level of metacognitive activity associated with cognitive confidence was higher (p = 0.044) for nurses who worked night shifts and that the level of metacognitive activity associated with cognitive awareness was lower (p = 0.015) for nurses who worked night shifts. RNFL-nasal superior (NS) thickness was lower in night shift workers than the day shift group (p = 0.017). Our study revealed significant relationships between metacognition and the OCT findings among night and day shift workers. Our study revealed that RNFL measurements and metacognitive activity may differ and there may be a relationship between these parameters in nurses who work shifts. Further research is needed to investigate the long-term effects of night shift work on retinal health.

Mindfulness for psychosis: Current evidence, unanswered questions and future directions

PURPOSE & METHOD

Mindfulness for psychosis research has grown exponentially over the last 15 years. In this paper, a brief overview of mindfulness for psychosis is provided followed by a summary of the findings from a systematic search of meta-analyses dated up to February 2023. Current issues in the field are discussed and a future research agenda is presented.

RESULTS

Ten meta-analyses published between 2013 and 2023 were identified. Reported effect sizes on reductions in psychotic symptoms ranged from small-large across reviews. Four key issues in the field are identified and discussed - (1) is mindfulness for psychosis safe? (2) is home practice essential and related to clinical outcomes? (3) what is the impact of mindfulness practice versus metacognitive insights derived from practice, on clinical outcomes? (4) do the benefits translate into routine clinical practice?

CONCLUSIONS

Mindfulness is a promising intervention that is emerging as being both safe and effective for people with psychosis. Future research focused on evaluating mechanisms of change and implementation in routine clinical practice should be prioritised.

Unique effects of sedatives, dissociatives, psychedelics, stimulants, and cannabinoids on episodic memory: A review and reanalysis of acute drug effects on recollection, familiarity, and metamemory

Despite distinct classes of psychoactive drugs producing putatively unique states of consciousness, there is surprising overlap in terms of their effects on episodic memory and cognition more generally. Episodic memory is supported by multiple subprocesses that have been mostly overlooked in psychopharmacology and could differentiate drug classes. Here, we reanalyzed episodic memory confidence ratings from 10 previously published data sets (28 drug conditions total) using signal detection models to estimate two conscious states involved in episodic memory and one consciously controlled metacognitive process of memory: autonoetic retrieval of specific details (recollection), noetic recognition absent of retrieved details (familiarity), and retrospective introspection of memory decisions (metamemory). Sedatives, dissociatives, psychedelics, stimulants, and cannabinoids had unique patterns of effects on these mnemonic processes dependent on whether they impacted encoding, consolidation, or retrieval (the formation, stabilization, and access to memory traces, respectively). Sedatives at encoding reliably impaired both recollection and familiarity but at consolidation enhanced recollection. Dissociatives and cannabinoids at encoding impaired recollection but less reliably impaired familiarity, and cannabinoids at retrieval increased false recollections. These drug-induced encoding impairments occasionally came with metamemory enhancements, perhaps because of less interstimulus interference. Psychedelics at encoding impaired recollection but tended to enhance familiarity and did not impact metamemory. Stimulants at encoding enhanced metamemory, at consolidation impaired metamemory, and at retrieval enhanced familiarity and metamemory. These findings allude to mechanisms underlying the idiosyncratic phenomena of drugs, such as blackouts from sedatives and presque vu from psychedelics. Finally, these findings converge on a model in which memory quantity and stability influence metamemory. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Do Patient's Interpersonal Problems Improve Following Metacognitive Therapy? A Systematic Review and Meta-Analysis

Metacognitive therapy (MCT) aims to modify dysfunctional metacognitions that are thought to be universal determinants of emotional distress and psychological dysfunction more generally. MCT is an effective treatment for emotional distress symptoms, but less is known about its effect for other types of psychological problems. Interpersonal problems are common in psychological disorders and should be improved following psychotherapy. Therefore, we conducted a systematic review and meta-analysis of trials on the effects associated with MCT for interpersonal problems among adults with mental health disorders published until 15 November 2023 using PubMed, Cochrane Library and PsycNet. Trials with a minimum of 10 participants were included. A total of six studies based on five trials reported on the effectiveness of MCT for interpersonal problems and met our inclusion criteria. Two trials evaluated MCT for patients with major depressive disorders, two for patients with anxiety disorders and one for borderline personality disorder. Three of the trials were randomized controlled trials. Four of the trials reported follow-up data but varied in their time-points. The within-group effect size estimate from pretreatment to posttreatment across five trials was large (g = 0.865, 95% CI [0.512-1.218]). Our results indicate that MCT is an effective treatment for improving interpersonal problems in individuals with common mental disorders, even though the treatment is short and primarily concern improving mental regulation through modifying metacognitions. While this finding is in line with metacognitive theory, more trials evaluating personality and interpersonal functioning are needed to draw firm conclusions.

Overlapping yet dissociable contributions of superiority illusion features to Ponzo illusion strength and metacognitive performance

Humans are typically inept at evaluating their abilities and predispositions. People dismiss such a lack of metacognitive insight into their capacities while even enhancing (albeit illusorily) self-evaluation such that they should have more desirable traits than an average peer. This superiority illusion helps maintain a healthy mental state. However, the scope and range of its influence on broader human behavior, especially perceptual tasks, remain elusive. As belief shapes the way people perceive and recognize, the illusory self-superiority belief potentially regulates our perceptual and metacognitive performance. In this study, we used hierarchical Bayesian estimation and machine learning of signal detection theoretic measures to understand how the superiority illusion influences visual perception and metacognition for the Ponzo illusion. Our results demonstrated that the superiority illusion correlated with the Ponzo illusion magnitude and metacognitive performance. Next, we combined principal component analysis and cross-validated regularized regression (relaxed elastic net) to identify which superiority components contributed to the correlations. We revealed that the "extraversion" superiority dimension tapped into the Ponzo illusion magnitude and metacognitive ability. In contrast, the "honesty-humility" and "neuroticism" dimensions only predicted Ponzo illusion magnitude and metacognitive ability, respectively. These results suggest common and distinct influences of superiority features on perceptual sensitivity and metacognition. Our findings contribute to the accumulating body of evidence indicating that the leverage of superiority illusion is far-reaching, even to visual perception.

[Executive functioning and metacognition in high intellectual capacity]

INTRODUCTION

Executive functions and Metacognition are integrated for the management of intellectual resources in close relation to intelligence its functioning and results; they are specially interesting for understanding the expression and development of high intellectual abilility (HIA). The aim of the study is to find out the relationship between executive functions (and components) and metacognition (and components) in schoolchildren with HIA.

MATERIALS AND METHOD

Measures of executive and metacognitive functioning and perfectionism were extracted from a sample of n= 147 schoolchildren with HIA.

RESULTS

statistical analyses using Path analysis, offered an adjusted model in which the different executive components are related to the metacognitive components.

DISCUSSION

We conclude and discuss the integrative model between executive function and metacognition and its mediating role as an endophenotype between genetic endowment and the expression of resource performance, suggesting the transfer of results to the education of high intellectual ability for the optimal and ethical expression of high potential.

Measuring the perception and metacognition of time

The ability of humans to identify and reproduce short time intervals (in the region of a second) may be affected by many factors ranging from the gender and personality of the individual observer, through the attentional state, to the precise spatiotemporal structure of the stimulus. The relative roles of these very different factors are a challenge to describe and define; several methodological approaches have been used to achieve this to varying degrees of success. Here we describe and model the results of a paradigm affording not only a first-order measurement of the perceived duration of an interval but also a second-order metacognitive judgement of perceived time. This approach, we argue, expands the form of the data generally collected in duration-judgements and allows more detailed comparison of psychophysical behavior to the underlying theory. We also describe a hierarchical Bayesian measurement model that performs a quantitative analysis of the trial-by-trial data calculating the variability of the temporal estimates and the metacognitive judgments allowing direct comparison between an actual and an ideal observer. We fit the model to data collected for judgements of 750 ms (bisecting 1500 ms) and 1500 ms (bisecting 3000 ms) intervals across three stimulus modalities (visual, audio, and audiovisual). This enhanced form of data on a given interval judgement and the ability to track its progression on a trial-by-trial basis offers a way of looking at the different roles that subject-based, task-based and stimulus-based factors have on the perception of time.

How do humans give confidence? A comprehensive comparison of process models of perceptual metacognition

Humans have the metacognitive ability to assess the accuracy of their decisions via confidence judgments. Several computational models of confidence have been developed but not enough has been done to compare these models, making it difficult to adjudicate between them. Here, we compare 14 popular models of confidence that make various assumptions, such as confidence being derived from postdecisional evidence, from positive (decision-congruent) evidence, from posterior probability computations, or from a separate decision-making system for metacognitive judgments. We fit all models to three large experiments in which subjects completed a basic perceptual task with confidence ratings. In Experiments 1 and 2, the best-fitting model was the lognormal meta noise (LogN) model, which postulates that confidence is selectively corrupted by signal-dependent noise. However, in Experiment 3, the positive evidence (PE) model provided the best fits. We evaluated a new model combining the two consistently best-performing models-LogN and the weighted evidence and visibility (WEV). The resulting model, which we call logWEV, outperformed its individual counterparts and the PE model across all data sets, offering a better, more generalizable explanation for these data. Parameter and model recovery analyses showed mostly good recoverability but with important exceptions carrying implications for our ability to discriminate between models. Finally, we evaluated each model's ability to explain different patterns in the data, which led to additional insight into their performances. These results comprehensively characterize the relative adequacy of current confidence models to fit data from basic perceptual tasks and highlight the most plausible mechanisms underlying confidence generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Examining psychometric properties of the Metacognitions about Smoking Questionnaire among young e-cigarette users

OBJECTIVE

Metacognition can be understood as 'cognition of cognition' or 'thinking about thinking'. Metacognition research has primarily focused on cigarette smoking, while e-cigarette use has been relatively unexplored. The study sought to examine the properties of the Metacognitions about Smoking Questionnaire (MSQ), as it was adapted for use among adolescent and young adult e-cigarette users. Further, the study sought to examine the ability of the Metacognitions about Smoking Questionnaire (MSQ) to predict past 30-day e-cigarette use among adolescent and young adult e-cigarette users.

METHODS

The study analyzed data collected by the Texas Adolescent Tobacco and Marketing Surveillance System (TATAMS) in Spring 2020. The instrument consisted of 20 items found to have sound psychometric properties when validated among self-defined cigarette smokers in the UK. The instrument was adapted for e-cigarette use by providing a brief description before the items. Participants were asked "Which of the following products you use most often?", and those who selected "e-cigarettes" were included in the study. Participants were then presented with 20 statements about beliefs people hold about using e-cigarette and were instructed to determine their agreement with the statements on a four-point Likert scale with respect to e-cigarette use. Factors were extracted using Exploratory Factor Analysis (EFA) and factor structure was verified using Confirmatory Factor Analysis (CFA). Further, each of the extracted factors were used to predict past 30-day e-cigarette use frequency in the most frequent group, using conditional effects, holding the most frequent category of categorical covariates, mean of continuous covariates and the other two metacognitive factors as reference levels. Past 30-day e-cigarette use was measured as the number of days of use in the past 30-days.

RESULTS

Participants who reported e-cigarette use in the past 30-days were included in this analysis (n = 244). Participants were in 10th grade (n = 46), 12th grade (n = 92) and two years beyond high school (n = 106). EFA was conducted and items were assessed with varimax rotation. CFA was conducted with multiple models (one factor, two factor and three factor solutions) and the 3-factor solution showed the best fit. Factors were named as 'positive metacognitions about cognitive regulation'(PMCR) (e.g. '…helps me think more clearly'), 'positive metacognitions about emotional regulation'(PMER) (e.g. '…helps me to relax when I am agitated'), and 'negative metacognitions'(NM) (e.g. 'It is hard to control my desire for e-cigarettes'). Cronbach's alpha showed high internal consistency (0.92, 0.90 and 0.91, respectively). The median score (range) was 7 (5-20), 10 (5-20), and 11 (10-40) on PMCR, PMER, and NM factors. Higher scores denote higher levels of outcome expectancies of that factor. Lowest and highest score on PMCR was associated with 15 and 20.4 days of e-cigarette use in the past 30-days, respectively. Similarly, lowest and highest score on PMER and NM were associated with 13.2 and 21 days, and 14.7 and 24.6 days, respectively. The results indicate that participants who reported highest outcome expectancies for cognitive regulation, emotional regulation, and negative outcomes, used e-cigarettes on average 5, 8 and 10 days more than those who reported lowest outcome expectancies for these factors.

CONCLUSION

The MSQ showed good psychometric soundness for measuring metacognitive factors associated with e-cigarette use. For cigarette smoking, the original questionnaire distinguished negative cognitions of 'uncontrollability' and 'cognitive interference', which was not seen in e-cigarette users. This indicates a difference in cognitions of cigarette and e-cigarette users. The instrument can help understand the similar role of cognition in e-cigarette use behavior and further assess association with e-cigarette use.

Experiencing hallucinations in daily life: The role of metacognition

BACKGROUND

Hallucinations have been linked to failures in metacognitive reflection suggesting an association between hallucinations and overestimation of performance, although the cross-sectional findings are inconsistent. This inconsistency may relate to the fluctuating hallucinatory experiences that are not captured in cross-sectional studies. Ecological Momentary Assessment (EMA) captures in-the-moment experiences over time so can identify causal relationships between variables such as the associations between metacognition and hallucinatory experience in daily life and overcome problems in cross-sectional designs.

METHODS

Participants (N = 41) experiencing daily hallucinations completed baseline questionnaires and smartphone surveys 7 times per day for 14 days. They were prompted to identify a task they would complete in the next 4 h and to make metacognitive predictions around the likelihood of completing the task, the difficulty of the task, and how well they would complete it (standard of completion).

RESULTS

76 % finished the 14-days of assessment with an average of 42.2 % survey completion. Less accurate metacognition was associated with more hallucinations, but less accurate likelihood and standard of completion was associated with fewer hallucinations. Using a cross-lagged analysis, metacognitive predictions around the likelihood of completion (p < .001) and standard of completion (p = .01) predicted hallucination intensity at the following timepoint, and metacognitive predictions regarding likelihood of completion (p = .02) predicted hallucination control at the following timepoint.

DISCUSSION

Interventions that aim to improve metacognitive ability in-the-moment may serve to reduce the intensity and increase the control of hallucinations.

Metric error monitoring as a component of metacognitive processing

Metacognitive processing constitutes one of the contemporary target domains in consciousness research. Error monitoring (the ability to correctly report one's own errors without feedback) is considered one of the functional outcomes of metacognitive processing. Error monitoring is traditionally investigated as part of categorical decisions where choice accuracy is a binary construct (choice is either correct or incorrect). However, recent studies revealed that this ability is characterized by metric features (i.e., direction and magnitude) in temporal, spatial, and numerical domains. Here, we discuss methodological approaches to investigating metric error monitoring in both humans and non-human animals and review their findings. The potential neural substrates of metric error monitoring measures are also discussed. This new scope of metacognitive processing can help improve our current understanding of conscious processing from a new perspective. Thus, by summarizing and discussing the perspectives, findings, and common applications in the metric error monitoring literature, this paper aims to provide a guideline for future research.

What's in a sample? Epistemic uncertainty and metacognitive awareness in risk taking

In a fundamentally uncertain world, sound information processing is a prerequisite for effective behavior. Given that information processing is subject to inevitable cognitive imprecision, decision makers should adapt to this imprecision and to the resulting epistemic uncertainty when taking risks. We tested this metacognitive ability in two experiments in which participants estimated the expected value of different number distributions from sequential samples and then bet on their own estimation accuracy. Results show that estimates were imprecise, and this imprecision increased with higher distributional standard deviations. Importantly, participants adapted their risk-taking behavior to this imprecision and hence deviated from the predictions of Bayesian models of uncertainty that assume perfect integration of information. To explain these results, we developed a computational model that combines Bayesian updating with a metacognitive awareness of cognitive imprecision in the integration of information. Modeling results were robust to the inclusion of an empirical measure of participants' perceived variability. In sum, we show that cognitive imprecision is crucial to understanding risk taking in decisions from experience. The results further demonstrate the importance of metacognitive awareness as a cognitive building block for adaptive behavior under (partial) uncertainty.

The relationship between metacognitive processes and cognitive performances in older adults with no significant impairment: a cross-sectional study

BACKGROUND

Metacognitive dysfunctions have been implicated in several neuropsychiatric conditions, while cognitive performances have been evaluated by measuring cognitive domains in older adults. This study investigated a relationship between metacognitive processes and cognitive performances in older adults.

METHODS

A sociodemographic form, the Standardised Mini-Mental State Examination (SMMSE) and the Metacognitions Questionnaire-30 (MCQ-30) were applied to participants aged >65 years who had no significant cognitive decline defined as normal or with mild cognitive impairment.

RESULTS

'Negative beliefs about worry' and 'need to control thoughts' domains of MCQ-30 were related to cognitive performance measured with SMMSE. Increased negative beliefs about worry were a predicting factor for total cognitive performance as a means of contributing to cognitive impairment, whereas an increased need to control thoughts was related to having a less likely cognitive impairment.

CONCLUSIONS

Metacognitive dysfunctional processes, in particular about worry, might contribute to determining more decent outcomes for cognitive conditions in older adults with no significant cognitive dysfunction.

Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms

Preparing for exams in introductory biology classrooms is a complex metacognitive task. Focusing on lower achieving students (those with entering ACT scores below the median at our institution), we compared the effect of two different assignments distributed ahead of exams by dividing classes in half to receive either terms to define or open-ended metacognitive questions. Completing metacognitive assignments resulted in moderately higher exam scores for students on the second and third exams. Metacognitive assignments also improved accuracy (difference between predicted and actual exam scores) for the second and third exam in lower ACT students, but that improvement was driven largely by higher exam scores in the metacognitive group. Thus, despite the fact that the metacognitive assignments specifically asked students to reflect on their previous exam performance, their previous estimates and predict how well they expected to perform on the exam they were preparing for, there was little evidence that these assignments influenced lower achieving students' confidence levels any more than assignments where students defined terms. While understanding relevant terms was certainly important in this course, these results highlight that open-ended metacognitive prompts may improve exam scores in some students in introductory biology classrooms.

Can you accurately monitor your behaviors while multitasking? The effect of multitasking on metacognition

With the pace of life accelerating, multitasking has become the norm in daily life. According to research, multiple cognitive processes, including numerical reasoning, comprehension, and writing, are negatively affected by multitasking. However, only a few studies have investigated the relationship between multitasking and metacognition. In this study, the effect of multitasking on metacognition was examined using a prospective monitoring paradigm (prediction of subsequent recall performance). In Experiment 1, the participants simultaneously studied word pairs (primary task) and differentiated between different sound pitches (secondary task) and then predicted their performance in a subsequent memory test for the studied word pairs (prospective metacognitive monitoring). The accuracy of metacognitive evaluation with multitasking was then compared with that without multitasking. In Experiment 2, sounds and icons of real-life applications were used to improve the ecological validity of the experiment in the secondary task. The results indicated that multitasking impaired metacognition in both artificial and real-life simulated scenarios. In addition, the participants who engaged in more media multitasking in their daily lives exhibited poorer metacognitive monitoring abilities in single tasks.

Neuroimaging Signatures of Metacognitive Improvement in Sensorimotor Timing

Error monitoring is an essential human ability underlying learning and metacognition. In the time domain, humans possess a remarkable ability to learn and adapt to temporal intervals, yet the neural mechanisms underlying this are not clear. Recently, we demonstrated that humans improve sensorimotor time estimates when given the chance to incorporate previous trial feedback ( Bader and Wiener, 2021), suggesting that humans are metacognitively aware of their own timing errors. To test the neural basis of this metacognitive ability, human participants of both sexes underwent fMRI while they performed a visual temporal reproduction task with randomized supra-second intervals (1.5-6 s). Crucially, each trial was repeated following feedback, allowing a "re-do" to learn from the successes or errors in the initial trial. Behaviorally, we replicated our previous finding of improved re-do trial performance despite temporally uninformative (i.e., early or late) feedback. For neuroimaging, we observed a dissociation between estimating and reproducing time intervals. Estimation engaged the default mode network (DMN), including the superior frontal gyri, precuneus, and posterior cingulate, whereas reproduction activated regions associated traditionally with the "timing network" (TN), including the supplementary motor area (SMA), precentral gyrus, and right supramarginal gyrus. Notably, greater and more extensive DMN involvement was observed in re-do trials, whereas for the TN, it was more constrained. Task-based connectivity between these networks demonstrated higher inter-network correlation primarily when estimating initial trials, while re-do trial communication was higher during reproduction. Overall, these results suggest that the DMN and TN jointly mediate subjective self-awareness to improve timing performance.

Association of Rumination and Metacognition with Posttraumatic Growth in Parents of Children with Cancer

OBJECTIVE

The primary objective of this study was to examine the association of rumination, metacognition, and posttraumatic with growth in parents of children diagnosed with cancer.

DATA SOURCES

The study adopted a descriptive correlational design, and participants (N = 103) were parents of children with cancer. The study was conducted online through the social media platforms of three cancer associations. Data were collected using the Metacognitions Questionnaire-30, the Event Related Rumination Inventory, and the Posttraumatic Growth Inventory.

CONCLUSION

The findings revealed a positive correlation between deliberate rumination and metacognition with posttraumatic growth, while a negative correlation was observed between intrusive rumination and posttraumatic growth. Furthermore, deliberate rumination, intrusive rumination, and metacognition collectively accounted for 30% of the variance in posttraumatic growth among parents of children with cancer. These results underscore the significant influence of rumination and metacognition in facilitating posttraumatic growth in this specific population. Consequently, interventions aimed at fostering deliberate rumination hold substantial potential for promoting posttraumatic growth among parents of children diagnosed with cancer.

IMPLICATIONS FOR NURSING PRACTICE

This research guides nurses in addressing rumination, metacognition, and posttraumatic growth in parents of children with cancer. By adopting a holistic approach, nurses can enhance parents' well-being and resilience in the face of a child's cancer diagnosis.

The effect of emotional valence and font size on metacognition and memory

Predictions about memory involve the use of metacognition, and metacognition can rely on various cues. The present study investigated metacognition and recall performance when to-be-remembered words differed in font size and emotional valence, to determine what cues are utilised when making metacognitive judgments. Participants were presented with lists of words varying in font size (small and large) and emotional valence (negative and neutral) and were asked to remember as many words as possible for a later recall test while engaging in item-level metacognitive assessments. Specifically, after studying each word, participants either made only judgments of learning (JOLs, Experiment 1) or both JOLs and restudy judgments (Experiment 2). Across experiments, results revealed that while JOLs were sensitive to both font size and emotional valence, restudy judgments were mostly sensitive to emotional valence, and participants' metacognitive assessments mapped onto memory performance generally for emotional words. Additionally, we found that the effect of font size on metacognition and memory was robust to experience-based learning. Together, the current study extends our understanding of how emotion and font size affect metacognition (monitoring and control) and memory and suggests that when presented with multiple cues, certain diagnostic cues can be harnessed to mitigate metacognitive illusions.

The future of metacognition research: Balancing construct breadth with measurement rigor

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.

Hands of confidence: When gestures increase confidence in spatial problem-solving

This study examined whether the metacognitive system monitors the potential positive effects of gestures on spatial thinking. Participants (N = 59, 31F, Mage = 21.67) performed a mental rotation task, consisting of 24 problems varying in difficulty, and they evaluated their confidence in their answers to problems in either gesture or control conditions. The results revealed that performance and confidence were higher in the gesture condition, in which the participants were asked to use their gestures during problem-solving, compared with the control condition, extending the literature by evidencing gestures' role in metacognition. Yet, the effect was only evident for females, who already performed worse than males, and when the problems were difficult. Encouraging gestures adversely affected performance and confidence in males. Such results suggest that gestures selectively influence cognition and metacognition and highlight the importance of task-related (i.e., difficulty) and individual-related variables (i.e., sex) in elucidating the links between gestures, confidence, and spatial thinking.

Differential effects of intrinsic properties of natural scenes and interference mechanisms on recognition processes in long-term visual memory

Humans display remarkable long-term visual memory (LTVM) processes. Even though images may be intrinsically memorable, the fidelity of their visual representations, and consequently the likelihood of successfully retrieving them, hinges on their similarity when concurrently held in LTVM. In this debate, it is still unclear whether intrinsic features of images (perceptual and semantic) may be mediated by mechanisms of interference generated at encoding, or during retrieval, and how these factors impinge on recognition processes. In the current study, participants (32) studied a stream of 120 natural scenes from 8 semantic categories, which varied in frequencies (4, 8, 16 or 32 exemplars per category) to generate different levels of category interference, in preparation for a recognition test. Then they were asked to indicate which of two images, presented side by side (i.e. two-alternative forced-choice), they remembered. The two images belonged to the same semantic category but varied in their perceptual similarity (similar or dissimilar). Participants also expressed their confidence (sure/not sure) about their recognition response, enabling us to tap into their metacognitive efficacy (meta-d'). Additionally, we extracted the activation of perceptual and semantic features in images (i.e. their informational richness) through deep neural network modelling and examined their impact on recognition processes. Corroborating previous literature, we found that category interference and perceptual similarity negatively impact recognition processes, as well as response times and metacognitive efficacy. Moreover, images semantically rich were less likely remembered, an effect that trumped a positive memorability boost coming from perceptual information. Critically, we did not observe any significant interaction between intrinsic features of images and interference generated either at encoding or during retrieval. All in all, our study calls for a more integrative understanding of the representational dynamics during encoding and recognition enabling us to form, maintain and access visual information.