Metacognitive Accuracy Research Articles

Inaccuracy and Overconfidence in Metacognitive Monitoring of University Students

The aim of the paper is to stress the relationship between individual metacognitive accuracy and academic performance. Moreover, we tested the relationship between the accuracy, items difficulty and bias score and exam results. Metacognitive monitoring calibration of 100 university students was tested in exam settings, using postdicted confidence judgments. Absolute local and global accuracy and total bias score were related with test performance, difficulty and types of the items: multiple choice and open ended items. The most important results show local and local inaccuracy or overconfidence, but also an unexpected greater accuracy on low performing subjects compared with there’s more performing counterparts. The open ended items low, but positively correlate with metacognitive monitoring inaccuracy, both local and global, a possible illustration of the hard-easy effect. The bias score is globally negatively related with performance, but the more the subjects respond to the difficult open-ended items, the lower the bias in self-appreciation. We conclude that there is a global expected relationship between test results and both accuracy and bias score. Also, particular results show a more nuanced relationship between local and global accuracy, items difficulty and type and bias score. Some theoretical and methodological issues are discussed and futures research direction is proposed.

Development of Children\u2019s monitoring and control when learning from texts: effects of age and test format

This study investigated elementary school children’s development of monitoring and control when learning from texts. Second (N = 138) and fourth (N = 164) graders were tested in the middle (T1) and end (T2) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control, and aimed to investigate the development of metacognition for two test formats. After reading expository texts, children completed a comprehension test consisting of open-ended and true-false questions. They monitored their test performance by making confidence judgments, and controlled performance by deciding whether to maintain or withdraw their given answers. Overall, monitoring and control accuracy was higher for open-ended questions than for true-false questions. For open-ended questions, results indicated higher metacognitive accuracy for fourth graders than second graders. No such age effects were found for monitoring and control for true-false questions. Longitudinally, children of both age groups improved their monitoring and control accuracy from T1 to T2, for open-ended and true-false questions. For both test types, improvement mainly occurred for the monitoring and controlling of incorrect, rather than correct answers. Additionally, the results indicated inter-individual stability of performance, but no stability of monitoring and control accuracy over time. The findings indicate that developmental as well as task-related factors affect children’s metacognitive accuracy.

Metacognitive estimates predict detection accuracy in low prevalence search

Metacognitive estimates predict detection accuracy in low prevalence search

Performance Expectancies Moderate the Effectiveness of More or Less Generative Activities Over Time.

We examined if the benefits of generation for long-term learning depend on individual differences in performance expectancies (PEs) prior to learning. We predicted that a greater generative activity (problem-solving) compared to less generative activity (worked-examples) should be more effective for pupils with higher PEs, especially in the long run. As a comparison group for problem-solving, we implemented a special type of worked-examples that decreased engaging in self-explanations, because our main prediction focused on PEs moderating the long-term effectivity of less versus greater generative activities. We tested students’ immediate and delayed performance (after 3 months) using coherent curricular materials on linear functions in a sample of eighth graders (advanced school track). The results were partly in line with our predictions: Although we found no moderation of PE and generative activity, we obtained the predicted 3-way interaction of PE, generative activity, and time. Immediately, greater generative activity (problem-solving) was beneficial for pupils with higher PEs, while for pupils with lower PEs, problem-solving versus worked-examples did not differ. In the delayed test, this pattern reversed: for lower PEs, greater generative activity outperformed less generative activities, but there was no difference for higher PEs. Unexpectedly, the initial advantage of problem-solving for higher PEs could not be maintained, decreasing over three subsequent months, whereas the performance in the worked-example condition remained at a comparable level for higher PEs. The change in performance in the problem-solving condition for lower PEs was descriptively less pronounced than in the worked-example condition, but statistically not different. We further investigated the effects of problem-solving and worked-examples on changes in PEs after learning and after testing, hinting at gradual decrease in PEs and greater metacognitive accuracy in the problem-solving condition due to a reduction of overconfidence.

Metacognitive Accuracy Improves With the Perceptual Learning of a Low- but Not High-Level Face Property.

Experience with visual stimuli can improve their perceptual performance, a phenomenon termed visual perceptual learning (VPL). VPL has been found to improve metacognitive measures, suggesting increased conscious accessibility to the knowledge supporting perceptual decision-making. However, such studies have largely failed to control objective task accuracy, which typically correlates with metacognition. Here, using a staircase method to control this confound, we investigated whether VPL improves the metacognitive accuracy of perceptual decision-making. Across 3 days, subjects were trained to discriminate faces based on their high-level identity or low-level contrast. Holding objective accuracy constant across training days, perceptual thresholds decreased in both tasks, demonstrating VPL in our protocol. However, whilemetacognitive accuracy was not affected by face contrast VPL, it was decreased by face identity VPL. Our findings couldbe parsimoniously explained by a dual-stage signal detection theory-based model involving an initial perceptual decision-making stage and a second confidence judgment stage. Within this model, internal noise reductions for both stages accounts for our face contrast VPL result, while only first stage noise reductions accounts for our face identity VPL result. In summary, we found evidence suggesting that conscious knowledge accessibility was improved by the VPL of face contrast but not face identity.

Age-related differences in metacognition for memory capacity and selectivity

ABSTRACTBackground: We compared two types of metacognitive monitoring in younger and older adults: metacognitive accuracy for their overall memory performance and their ability to selectively remember high-value information. Method: Participants studied words paired with point values and were asked to maximise their point score. In Experiment 1, they predicted how many words they would remember while in Experiment 2, they predicted how many points they would earn. Results: In Experiment 1, while younger adults were accurate in their predictions, older adults were overconfident in the number of words they would recall throughout the task. In Experiment 2, however, both younger and older adults were equally accurate when predicting the amount of points they would earn after some task experience. Conclusions: While younger adults may have higher metacognitive accuracy for their capacity, older adults can accurately assess their ability to selectively remember information, suggesting potentially separate metacognitive mechanisms that are differentially affected by aging.

Putting Your Money Where Your Mouth is: Examining Metacognition in ASD Using Post-decision Wagering

It has been argued that metacognition and mindreading rely on the same cognitive processes (Carruthers in The opacity of mind: an integrative theory of self-knowledge, Oxford University Press, Oxford, 2011). It is widely accepted that mindreading is diminished among individuals diagnosed with autism (Brunsdon and Happé in Autism 18(1):17–30, 2014), however, little is known about metacognition. This study examined metacognition in relation to mindreading and autism using post-decision wagering. Results from a student sample showed negative associations between autism traits and metacognitive accuracy, and metacognitive reaction times and mindreading. These findings were replicated in a general population sample, providing evidence of a reliable association between metacognition, mindreading and autism traits. However, adults diagnosed with autism showed equivalent levels of metacognitive accuracy to age- and IQ-matched comparison participants, albeit only with an overall increase in meta-level processing time.

The impact of social and sensory stress on cognitive biases and delusions in schizophrenia

ABSTRACTIntroduction: Stress aggravates delusional symptoms, but the exact underlying mechanisms are still not fully understood. One of the routes may be via exacerbation of information processing distortions frequently observed in psychosis. The aim of the present study was thus to investigate the impact of social and sensory stress on specific cognitive processes along with different dimensions of delusional thinking.Methods: Nineteen individuals affected by schizophrenia and 15 healthy controls were assessed under 3 experimental conditions (social stress, neutral, noise stress), with counter-balanced presentation of stress conditions across participants of both groups. Under each condition participants performed parallel versions of experimental tasks and had to report their level of paranoid thinking and subjective distress.Results: Irrespective of condition, patients showed significant impairments in metacognitive accuracy compared with controls. When social stress was applied first, mentalising accuracy decreased significantly in the subsequent condition among patients only. Following exposure to either social or sensory stress, patients reported significantly higher conviction in their paranoid ideas in the subsequent condition.Conclusions: Only limited evidence was found for the negative impact of stress on cognitive processes in schizophrenia patients. However, this may not be true for those with more severe information processing abnormalities and/or delusions.

The effect of feedback on temporal error monitoring and timing behavior

Metacognitive processes in human timing behavior are rarely investigated, which stands in sharp contrast to the wide research field of metacognition itself. To date, little is known about the sources and the reliability of information that humans possess to judge their own timing abilities and to monitor errors in time-keeping.Here, we intended to fill this gap by determining the degree to which humans depend on external feedback to adjust their timing behavior and make metacognitive accuracy judgments. Two groups of participants performed a time reproduction task under different feedback conditions. After each trial, participants were informed either about the magnitude and the direction of their timing error (signed feedback group) or about its magnitude alone (absolute feedback group). Reproduction errors were related to retrospective, metacognitive judgments on the overall timing performance.The results indicate that the under reproduction effect occurred, rather independently of the type of feedback; however, signed feedback was essential to reduce the bias in metacognitive judgments on timing accuracy. Without being explicitly informed about the direction of timing errors (whether the reproduction interval was stopped too early or too late), participants significantly overestimated their reproduced durations. These results extend previous reports of metacognitive processes in timing behavior measured on a single-trial basis, and provide new insights into the ability of temporal error monitoring in humans.

Responses improve the accuracy of confidence judgements in memory tasks.

How do we assess what we remember? Previous work on metacognition suggests that confidence judgments are more accurate when given after than before a response to a perceptual task. Here we present two experiments that investigate the influence of decision and response on metacognitive accuracy in a memory task so as to establish what kind of information people use to assess their memory content. Participants were asked to remember lists of words and then to decide which of two target words had previously been presented. In both experiments, participants rated their confidence either after or before the response. However, the experiments differed in the amount of information provided for confidence rating. In Experiment 1, before confidence rating, participants were either presented with both target words and asked to decide between them, or they were only presented with a cue (first letter of the subsequent target words). In Experiment 2, participants were always presented with a target word before confidence rating. The results of both experiments showed that although task accuracy correlated with confidence ratings in both conditions, this relationship was weaker when confidence was assessed before response to a memory task. We argue that metacognitive judgments are influenced by processing information that is not available at the time of primary response. We discuss the implications for theories of confidence and metacognition. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Metacognition

Metacognition refers to a set of processes an individual uses in monitoring ongoing cognition so as to effectively control his or her own behavior. In this article, I discuss key frameworks for characterizing metacognition and describe approaches to measuring metacognition. Modern research in metacognition assumes that monitoring of cognition plays a causal role in self-regulation of cognitive processes, making it imperative that monitoring of cognition is accurate. Accordingly, I describe research on metacognitive accuracy and several factors that reliably impact metacognitive accuracy. I conclude by discussing emerging issues and approaches to teaching metacognition.

Metacognitive changes and sources of confidence judgements in health professions classroom learning

IntroductionThe purpose of this study was to examine sources of confidence during learning to better understand metacognition and if a metacognitive intervention improves student metacognition or assessment performance. MethodsOne-hundred fifty-eight doctor of pharmacy students participated in a semester-long intervention that included ratings of confidence as well as sources of their confidence judgments. Throughout the semester, students made metacognitive judgements on selected topics within the course. Students also completed a pre- and post-assessment which was used to examine changes in performance and metacognitive accuracy over time. ResultsMost students appeared to anchor their confidence (i.e. judgments of learning) on prior knowledge, particularly at the beginning of the course. Students' performance and judgements of learning (confidence) increased over the semester, but the gains in both were dependent on topic. Making metacognitive judgements on selected topics did not appear to help or hinder assessment performance or improve metacognitive accuracy for most topics. ConclusionsStudents may need assistance recognizing that their prior knowledge may not be adequate to judge their current learning. To improve their judgements of learning, students should utilize more external sources (e.g., the textbook) rather than internal cognitive resources. Instructional strategies should model the task and coach students to competency (i.e. scaffold).

Supplemental Material for Enhanced Default Mode Connectivity Predicts Metacognitive Accuracy in Traumatic Brain Injury

Supplemental Material for Enhanced Default Mode Connectivity Predicts Metacognitive Accuracy in Traumatic Brain Injury

Acute aerobic exercise improves memory across intensity and fitness levels

ABSTRACTThe present study was designed to examine the impact of exercise intensity and aerobic fitness on free recall, judgments of learning (JOLs), and metacognitive accuracy. In Experiment 1, 30 college students engaged in either (1) no exercise, (2) light exercise (55% of predicted maximal heart rate), or (3) moderate exercise (75% of predicted maximal heart rate) on three different days. In Experiment 2, 29 high-fit students (VO2 max ≥ 70th percentile) and 28 low-fit students (VO2 max ≤ 50th percentile) completed sedentary and light exercise conditions. In both experiments, free recall scores significantly increased in the exercise conditions compared with the sedentary condition, but JOL magnitude and metacognitive accuracy were largely unaffected. These results demonstrate that exercise can improve recall at both light and high intensities, and that the benefit can be obtained by individuals regardless of their fitness level.

Sustained conscious access to incidental memories in RSVP.

In visual search of natural scenes, differentiation of briefly fixated but task-irrelevant distractor items from incidental memory is often comparable to explicit memorization. However, many characteristics of incidental memory remain unclear, including the capacity for its conscious retrieval. Here, we examined incidental memory for faces in either upright or inverted orientation using Rapid Serial Visual Presentation (RSVP). Subjects were instructed to detect a target face in a sequence of 8-15 faces cropped from natural scene photographs (Experiment 1). If the target face was identified within a brief time window, the subject proceeded to an incidental memory task. Here, subjects used incidental memory to discriminate between a probe face (a distractor in the RSVP stream) and a novel, foil face. In Experiment 2 we reduced scene-related semantic coherency by intermixing faces from multiple scenes and contrasted incidental memory with explicit memory, a condition where subjects actively memorized each face from the sequence without searching for a target. In both experiments, we measured objective performance (Type 1 AUC) and metacognitive accuracy (Type 2 AUC), revealing sustained and consciously accessible incidental memory for upright and inverted faces. In novel analyses of face categories, we examined whether accuracy or metacognitive judgments are affected by shared semantic features (i.e., similarity in gender, race, age). Similarity enhanced the accuracy of incidental memory discriminations but did not influence metacognition. We conclude that incidental memory is sustained and consciously accessible, is not reliant on scene contexts, and is not enhanced by explicit memorization.

Factors Affecting Student Time to Examination Completion

Objective. To investigate factors (prior or current knowledge, metacognitive accuracy, and personality) that might impact the time it takes students to complete an examination. Methods. On the final examination, the time to complete the examination was recorded. Prior to the course, students completed the five-factor personality assessment. During the semester, students completed four cumulative assessments that included prospective judgments of performance to improve their metacognitive accuracy. Measures of metacognitive accuracy were calculated from the difference between the students' prospective judgments of performance and their actual assessment performance for the final examination. Two weeks prior to the final examination, students completed a cumulative assessment, which served as prior knowledge; this was similar in content to the final examination. Results. The time to complete the final examination was significantly negatively correlated with examination score and positively correlated with Agreeableness, and degree of metacognitive bias. However, only current knowledge (β=-.35) and Agreeableness (β=.12) predicted the time to complete the final examination. These two factors explained about 14% of the variability in completion times. Examining the scale for the time to complete the examination, there were some regional differences between the slowest, intermediate and fastest completers. Conclusion. Current knowledge and to a lesser extent, pro-social behavior (agreeableness) influenced examination completion time. Metacognitive accuracy had limited predictability in time to complete the examination.

Testing Judgments of Learning in New Contexts to Reduce Confidence

Students often prepare for exams by restudying slides or notes, but the familiarity of these repeatedly reinstated contexts may influence students to be unduly confident in their knowledge, and cease study prematurely. Experiment 1 investigated the effects of reinstatement of encoding contexts during delayed judgments of learning (JOLs) in a laboratory paradigm. At encoding, word pairs were superimposed over unrelated 5-s video contexts, with one video context per target. Delayed judgments of learning for cue–target pairs were given with encoding contexts either changed or reinstated. When the encoding context was changed, judgments of learning decreased relative to the reinstatement condition, without a concomitant decrease in recall (tested later with no context cues), thus producing a metamemory illusion. Experiments 2 and 3 replicated these results with different designs. Although context manipulations did not improve metacognitive accuracy, unfamiliar contexts reduced JOLs, a desirable impact that is associated with increased study choice.

Improving Medication Understanding and Adherence Using Principles of Memory and Metacognition: In Press - Policy Insights from Behavioral and Brain Sciences.

More than half of older adults regularly take multiple medications. Rates of medication non-adherence are high, which undermines both patients' health and the economy. Memory and metacognitive factors (such as misplaced confidence) help explain why patients across the lifespan may not understand or follow prescribed regimens. These factors include difficulties in remembering confusing information; patients' and practitioners' potential overconfidence in memory; and misunderstandings about memory. Patients, practitioners, and the public can use these principles to improve memory, enhance understanding, and promote metacognitive accuracy with respect to complex medication information, which may increase the likelihood of adherence.

How accurate are runners' prospective predictions of their race times?

Metacognition is a domain which has illuminated our understanding of the regulation of cognition, but has yet to be applied in detail to more physical activities. We used half marathon finish time predictions from 7211 runners to investigate the factors that influence running performance metacognitive accuracy. In particular, we were concerned with the effects of experience, gender, and age on calibration. We expected more experienced runners to be better calibrated than less experienced ones. Given analogous findings in the domain of metacognition, we expected women to be less overconfident in their predictions, and better calibrated than male runners. Based on the metacognition literature, we expected that if older runners have effectively learned from previous experience, they would be as well-calibrated as younger runners. In contrast, uninformed inferences not based on performance feedback would lead to overestimating performance for older compared to younger runners. As expected, experience in terms of both club membership and previous race completion improved calibration. Unexpectedly though, females were more overconfident than males, overestimating their performance and demonstrating poorer calibration. A positive relationship was observed between age and prediction accuracy, with older runners showing better calibration. The present study demonstrates that data, collected before a test of physical activity, can inform our understanding of how participants anticipate their performance, and how this ability is affected by a number of demographic and situational variables. Athletes and coaches alike should be aware of these variables to better understand, organise, plan, and predict running performance, potentially leading to more appropriate training sessions and faster race finish times.

Conscious access in the near absence of attention: critical extensions on the dual-task paradigm.

Whether conscious perception requires attention remains a topic of intense debate. While certain complex stimuli such as faces and animals can be discriminated outside the focus of spatial attention, many simpler stimuli cannot. Because such evidence was obtained in dual-task paradigms involving no measure of subjective insight, it remains unclear whether accurate discrimination of unattended complex stimuli is the product of automatic, unconscious processing, as in blindsight, or is accessible to consciousness. Furthermore, these paradigms typically require extensive training over many hours, bringing into question whether this phenomenon can be achieved in naive subjects. We developed a novel dual-task paradigm incorporating confidence ratings to calculate metacognition and adaptive staircase procedures to reduce training. With minimal training, subjects were able to discriminate face-gender in the near absence of top-down attentional amplification, while also displaying above-chance metacognitive accuracy. By contrast, the discrimination of simple coloured discs was significantly impaired and metacognitive accuracy dropped to chance-level, even in a partial-report condition. In a final experiment, we used blended face/disc stimuli and confirmed that face-gender but not colour orientation can be discriminated in the dual task. Our results show direct evidence for metacognitive conscious access in the near absence of attention for complex, but not simple, stimuli.This article is part of the theme issue 'Perceptual consciousness and cognitive access'.