Abstract

Metacognitive judgments of performance can be retrospective (such as confidence in past choices) or prospective (such as a prediction of success). Several lines of evidence indicate that these two aspects of metacognition are dissociable, suggesting they rely on distinct cues or cognitive resources. However, because prospective and retrospective judgments are often elicited and studied in separate experimental paradigms, their similarities and differences remain unclear. Here we characterize prospective and retrospective judgments of performance in the same perceptual discrimination task using repeated stimuli of constant difficulty. Using an incentive-compatible mechanism for eliciting subjective probabilities, subjects expressed their confidence in past choices together with their predictions of success in future choices. We found distinct influences on each judgment type: retrospective judgments were strongly influenced by the speed and accuracy of the immediately preceding decision, whereas prospective judgments were influenced by previous confidence over a longer time window. In contrast, global levels of confidence were correlated across judgments, indicative of a domain-general overconfidence that transcends temporal focus.

Highlights

  • Humans possess robust metacognitive capacities to evaluate their performance on various tasks and make predictions about how such performance might alter in the future (Nelson and Narens 1990; Metcalfe and Shimamura 1994; Koriat 2000)

  • We found distinct influences on each judgment type: retrospective judgments were strongly influenced by the speed and accuracy of the immediately preceding decision, whereas prospective judgments were influenced by previous confidence over a longer time window

  • Global levels of confidence were correlated across judgments, indicative of a domain-general overconfidence that transcends temporal focus

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Summary

Introduction

Humans possess robust metacognitive capacities to evaluate their performance on various tasks and make predictions about how such performance might alter in the future (Nelson and Narens 1990; Metcalfe and Shimamura 1994; Koriat 2000). A student may predict their success on an upcoming exam by reflecting on their current level of knowledge and preparation (a prospective metacognitive judgment; P-metacognition). The same student may estimate his or her grade before receiving feedback (a retrospective metacognitive judgment; R-metacognition). Metacognitive capacity – the extent to which judgments track performance – is dissociable from first-order task performance and associated with distinct neural substrates (see Fleming and Dolan 2012; Pannu and Kaszniak 2005, for reviews).

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