Metacognitive Capabilities Research Articles

Human-Social Robot Interaction in the Light of ToM and Metacognitive Functions

Theory of Mind (ToM) and Metacognition constitute two superior mental mechanisms that promote the smooth integration and adaptation of the individual in society. In particular, the ability to read minds introduces the individual into the social world, contributing to understanding oneself and others. Metacognition focuses on individual knowledge, control, regulation, and readjustment regarding the cognitive mechanism and its influence on cognitive performance and the mental and social development of the individual. At the basis of the development of the two mechanisms is the activation of social interaction, which determines their levels of development. The innovative approaches and great expectations of technology and Artificial Intelligence for improving the artificial mind brought social robots to the fore. Robots with social action are gradually entering human life. Their interaction with the human factor is anticipated to become more and more frequent, expanded, and specialized. Hence, the investigation of equipping artificial systems with integrated social-cognitive and metacognitive capabilities was necessary, constituting the subject of study of the current narrative review. Research findings show that intelligent systems with introspection, self-evaluation, and perception-understanding of emotions, intentions, and beliefs can develop safe and satisfactory communication with humans as long as their design and operation conform to the code of ethics.

Competency in medical training: current concepts, assessment modalities, and practical challenges.

In the past two decades, competency-based medical education (CBME) has rapidly become the cornerstone of medical training and accreditation programmes worldwide. It has increasingly replaced traditional time-based educational approaches which were often rigid, fragmented, and overly emphasized clinical content knowledge over practical skillsets and attitudes. CBME adoption was in the hope of better preparing medical graduates for the demands and responsibilities of real-world clinical practice. For all the supposed merits of CBME, there hitherto remains difficulties in arriving at comprehensive and practical 'competency' definitions, and actual challenges with implementation of clinical competency assessment modalities pertaining to construct validity, reliability, and applicability with the use and interpretation of evaluation metrics. Therefore, in this article, we describe the various conceptualizations of 'competency' in medical education literature and attempt to refine its usage in practice to meet the evolving needs and expectations of healthcare stakeholders, as well as incorporate emerging concepts in the medical education discourse. We herein propose that clinical 'competencies' should be defined as multi-domain clinical expertise, comprising medical knowledge, skills, attitudes and metacognitive capabilities that reflects the prevailing needs of healthcare stakeholders, and is inferred from performance evaluations of medical trainees. In order to attain 'competence', there must then be a process of integrating multi-domain competencies into meaningful professional identity formation that is commensurate with the context and stage of medical training. In addition, we review the current competency assessment modalities, including common pitfalls with their usage, and sought to provide practical strategies to mitigate the identified challenges.

Designing Blended Learning Program for Mathematical Economics Using Integrative Learning Design Framework Approach

The development of a blended learning approach is essential in order to effectively address the needs of both online and face-to-face learning environments. The objective of this work is to create a prototype for integrated learning in the field of mathematical economics. The implementation of a blended learning strategy in the construction of a learning program is facilitated by the utilization of the Integrative Learning Design Framework (ILDF) model. This model encompasses three distinct stages, namely exploration, enactment and evaluation. This study comprises a team of three individuals who possess expertise in the domains of instructional materials, educational media, and information technology. In order to assess the feasibility of the proposed learning design, a questionnaire was administered to a sample of 40 students, who were requested to complete it. The questionnaire encompasses an assessment of the preparedness of facilities and infrastructure, the development of teaching materials and media prototypes, and the evaluation of student replies. The findings indicated that the proportion of student answer scores attained a value of 83.75%, falling inside the practical category. Therefore, the created learning design can serve as an alternate approach for teaching economics mathematics, promoting increased student autonomy in the learning process. Thus, it provides students the chance to develop self-reliance in understanding and addressing economic issues using a mathematical problem-solving approach that integrates mathematical concept. Furthermore, it is crucial to explore alternative approaches to blended learning across different academic fields and strive to foster not only problem-solving skills but also the ability to recognize and make connections with students' metacognitive capabilities. Keywords:[blended learning, design learning, ILDF model]

Metacognition of curiosity: People underestimate the seductive lure of non-instrumental information

Curiosity – the desire to seek information – is fundamental for learning and performance. Studies on curiosity have shown that people are intrinsically motivated to seek information even if it does not bring an immediate tangible benefit (i.e., non-instrumental information), but little is known as to whether people have the metacognitive capability to accurately monitor their motivation for seeking information. We examined whether people can accurately predict their own non-instrumental information-seeking behavior. Across six experiments (Experiments 1A–1E and 2, total N = 579), participants predicted that they would engage in information-seeking behavior less frequently than they actually did, suggesting that people tend to underestimate the motivational lure of curiosity. Overall, there was no consistent statistical evidence that this underestimation was altered by contextual factors (e.g., the cost to seek information). These results were consistent with the theoretical account that it is difficult for people to make sense of the internally rewarding value of information in advance.

Elementary students' self‐regulation in computer‐based learning environments: How do self‐report measures, observations and teacher rating relate to task performance?

AbstractIt is well‐established that being a self‐regulated learner is beneficial academically, motivationally and is considered essential for productive life‐long learning. Despite this, there is limited evidence examining how different measures of self‐regulation for learning (SRL) relate to task performance for young students learning in digital contexts. This study investigated the relationships between different measures of SRL of elementary school students (N = 48, Mage = 10.75) while using a computer‐based learning environment, and their association with task performance and teacher rating of student SRL ability. Results confirmed the most effective measure of SRL, in terms of its relationship with, and predictability of task performance, was a self‐report written response, whereby students identified and explained known SRL strategies, such as how to plan, monitor or complete their work. Teacher ratings of their students' metacognitive capability were significantly correlated with task performance and with two self‐report instruments: the Junior Metacognitive Awareness Inventory and the SRL written response. Associations between actual observed self‐regulation behaviours in a computer‐based learning environment, using Azevedo et al.'s coding framework and how students self‐reported their knowledge and understanding about SRL, were weak. Observations of young students' SRL behaviours in computer‐based learning environments were not significantly related to task performance. Better understanding of these relationships will help educators and researchers to know where they should focus their attention in terms of developing elementary school students' self‐regulatory capabilities in digital contexts, as well as the reliability of self‐report measures of SRL as relative to observations of self‐regulation and task performance. Implications for teacher practice are also discussed. Practitioner notesWhat is already known about this topic Students need to use self‐regulation for learning (SRL) strategies in digital contexts. Self‐regulation strategies need to be explicitly taught to students as they are not guaranteed to become automatically acquired. Being a self‐regulated learner leads to improved academic performance, engagement and motivation. What this paper adds Empirical evidence addressing the associations and patterns between various measures of SRL for young students learning in digital environments. Student self‐report explanations of known SRL strategies was the only significant predictor of student task performance. Coding of young students' SRL behaviours in digital environments do not relate well to task performance. Implications for practice and/or policy Understanding the associations between young students' self‐report of SRL and how this relates to their actual SRL behaviour while using digital technology is critical to supporting student learning and success. Learning to better articulate self‐regulation strategies may result in greater consciousness and application of self‐regulation strategies in digital contexts, which in turn could improve task performance. Eliciting explanations from students about SRL strategies may be more informative and expedient than conducting and analysing individual observations in digital contexts, to determine the general self‐regulatory knowledge and understanding of young students.

PRACTICES OF PEACEKEEPING EDUCATION IN LATVIA AND ESTONIA

The article summarizes and critically analyses the experience of the Baltic countries in the field of peace education and outlines the best peace-making practices and peace-making trends in the light of modern Ukrainian realities. When implementing peace education, Ukraine should take into account the need to solve the following problems: recognition and respect for multiculturalism, involvement of local communities in education policy; reconciliation, struggle against injustice and the consequences of conflict. The research uses a systematic approach that allows considering the education of peace in the education system. In addition, a set of methods of scientific knowledge used in the humanities and social sciences is used, in particular, methods of analysis, synthesis, induction, deduction, analogy, and generalization. A significant part of the information base of the research was formed during the internship at the universities of Latvia and Estonia. Summarizing the results of our research, we can say that the following main events took place in the education of the Baltic countries, aimed at the implementation of effective practices in the field of peacemaking: development of training in peacekeeping skills at various educational levels; emphasis on transformational competences, social-emotional skills and paying attention to the metacognitive capabilities of education seekers; development of more effective interactive forms of training for education seekers; development of informal peace education

OIDDE Learning Models on Metacognitive Skills and Cognitive Learning Outcomes of Man 1 Bulukumba Students

Metacognitive skills can make students aware of planning, controlling the process, evaluating, and reflecting, including assessing their weaknesses and strengths. Thus having high metacognitive skills can have high cognitive learning outcomes as well. The OIDDE learning model can improve metacognitive skills, which positively correlate with learning outcomes. This study aims to determine the effect of the OIDDE Learning Model on Metacognitive Skills and Cognitive Learning Outcomes in Biology Subjects of Students in MAN 1 Bulukumba. This study used a quasi-experimental design with a non-equivalent control group. The population comprises 86 students from MAN 1 Bulukumba class XI, 56 of whom were randomly selected using the purposive selection technique. The descriptive and inferential data analysis techniques used were the preconditioning test and the Polled variance t-test. Based on the results of the data analysis, the student's metacognitive skills average pre-test was 67.87, and the post-test was 83.5. The learning outcome of the student's pre-test was 63.33, and the post-test was 88.23. The t-test of the Polled variance showed a value of F = 7.48 of 56 and sig. (2-tailed) or p-was 0.0290.05. It may be inferred that the OIDDE learning model affects students in MAN 1 Bulukumba's metacognitive capabilities and learning outcomes in biology subjects. Keywords: OIDDE learning models, metacognitive skills, learning outcomes

An observational naturalistic study on non-suicidal self-harm behaviours in a cohort of adolescents and young inpatients during COVID-19 outbreak

IntroductionNon-suicidal self-harm (NSSH) include deliberate behaviours with the intent to self-injure. NSSH prevalence ranges 15.5%-31.3% in adolescents and young adults<25 years-old.ObjectivesOur aim is characterizing the psychopathological domains occurring in adolescent and young adults with NSSH during the second COVID-19-related wave (October 2020-August 2021).MethodsA cross-sectional study recruited inpatients aged 15-24 consecutively afferent to psychiatric ward due to NSSH, by investigating anger rumination(ARS), emotional regulation (DERS), dissociation (DES-II), metacognitive capabilities(MCQ-30), perceived stress (PSS), self-criticism (LOSCS), emotional intelligence (Reading the Mind in the Eyes Test-RMET), aggressiveness (AQ), impulsiveness (BIS-11), hopelessness(BHS), alexithymia (TAS-20). NSSH were characterized by using suicide score scale(SSS) and deliberate self-harm interview (DSHI).ResultsA 7-fold increase in young inpatient access was observed from 2019 to 2021. DSHI median was 2 (95%CI=1,17-2,73), SSS-12months median was 5 (95%CI=4.2-6.7), SSS-lifetime median was 5 (95%CI=3.4-5.3) and MINI median was 5 (95%CI=3.4-4.7). Linear regression analysis and Pearson’s correlations revealed strong correlations between DSHI and BHS (r=0.550), TAS-20 (r=0.495), AQ-hostility(r=0.529),AQ-total (r=0.446), PSS(r=0.454), DERS-total (r=0.621), DERS-lack_of_control (r=0.658),MCQ-total(r=0.534),MCQ-perception_danger_not_ control (r=0.583); between SSS-12months and AQ-total (r=0.456), AQ-Anger (r=0.443), BIS-total(r=0.457),BIS-Attentional-Impulsiveness (r=0.511),BIS-Complex-Motor-Impulsiveness (r=0.507), PSS (r=0.617), DERS(r=0.571), DES(r=0.559).ConclusionsCOVID-19-related increased perceived stress and depressive symptomatology may have facilitated the onset of severe NSSH in adolescents and young people with trait impulsiveness, hostility and affective dysregulation.DisclosureNo significant relationships.

Developmental differences in the impact of perceptual salience on short-term memory performance and meta-memory skills

In everyday life, individuals are surrounded by many stimuli that compete to access attention and memory. Evidence shows that perceptually salient stimuli have more chances to capture attention resources, thus to be encoded into short-term memory (STM). However, the impact of perceptual salience on STM at different developmental stages is entirely unexplored. Here we assessed STM performance and meta-memory skills of 6, 10, and 18 years-old participants (total N = 169) using a delayed match-to-sample task. On each trial, participants freely explored a complex (cartoon-like) scene for 4 s. After a retention interval of 4 s, they discriminated the same/different position of a target-object extracted from the area of maximal or minimal salience of the initially-explored scene. Then, they provided a confidence judgment of their STM performance, as an index of meta-memory skills. When taking into account ‘confident’ responses, we found increased STM performance following targets at maximal versus minimal salience only in adult participants. Similarly, only adults showed enhanced meta-memory capabilities following maximal versus minimal salience targets. These findings documented a late development in the impact of perceptual salience on STM performance and in the improvement of metacognitive capabilities to properly judge the content of one’s own memory representation.

Analysis of vocational high school student metacognitive capabilities on geometry topics during the Covid-19 Pandemic

This study aims to analyze students' metacognitive abilities in terms of metacognitive awareness inventory on geometry topics during the Covid-19 pandemic. The method used in this research is a descriptive qualitative method. The research was conducted at Vocational High School Swadaya Karangnunggal Indonesia in the 2020/2021 academic year. The population in this study was the eleventh-grade student of office automation and governance, totaling 24 students. The questionnaire consists of 35 statement items with five indicators, namely planning (7 items), strategies for managing information (10 items), monitoring of understanding (7 items), improvement strategy (5 items), and evaluation (6 items). The stages in metacognitive ability are planning, monitoring, and evaluating stages. The results showed that students with good metacognitive abilities could carry out all metacognitive stages well, solving problems, planning, monitoring, and evaluating. Students with moderate metacognitive abilities cannot carry out all metacognitive stages in solving problems. They can carry out the planning stage, and some indicators cannot be completed properly. Then at the monitoring stage, they cannot monitor implementation activity to solve the problem because one of the subjects misunderstood the intent of the problem. The other subject experienced a calculation error when solving the problem. While at the evaluation stage, they could not complete all the indicators. Students with low metacognitive abilities cannot carry out all metacognitive stages in solving problems. They can only carry out the planning stage. Some indicators cannot be completed properly. Then they cannot carry out the monitoring and evaluation stages with all indicators.

Learning to Swim in the Pool Before Surfing in the Sea A Study of Local Innovation Experimentation

Successful development of complex innovations require firms and key partners to perform a series of experimentation activities at local small-scale society at first, which we define such strategic process as Local Innovation Experimentation (LIE). Doing so helps managers grasp a complete map of technical and non-technical dimensions about the proposed innovation, around which build viable innovation ecosystems to gain advantages. To know what could affect the extent to which managers have high level of LIE performance, we adopt the managerial dynamic capabilities framework. Using a sample of 111 Chinese innovative firms, we find significant relationships among managers’ capability portfolio, local innovation support, and LIE. PLS-SEM results indicate that managers with greater metacognitive capability, networking capability, learning agility have better LIE performance. Besides, (1) frequent attending local networking events and networking capability, (2) frequent use of innovation facilities and learning agility, interact in their positive effects on, and therefore result in, better LIE performance. Based on these findings, our core theoretical contribution lies in that a capability portfolio perspective at the lower (firm) level contributes to a better understanding of innovation ecosystem birth at higher (ecosystem) level.

A genome-wide association study of the longitudinal course of executive functions

Executive functions are metacognitive capabilities that control and coordinate mental processes. In the transdiagnostic PsyCourse Study, comprising patients of the affective-to-psychotic spectrum and controls, we investigated the genetic basis of the time course of two core executive subfunctions: set-shifting (Trail Making Test, part B (TMT-B)) and updating (Verbal Digit Span backwards) in 1338 genotyped individuals. Time course was assessed with four measurement points, each 6 months apart. Compared to the initial assessment, executive performance improved across diagnostic groups. We performed a genome-wide association study to identify single nucleotide polymorphisms (SNPs) associated with performance change over time by testing for SNP-by-time interactions using linear mixed models. We identified nine genome-wide significant SNPs for TMT-B in strong linkage disequilibrium with each other on chromosome 5. These were associated with decreased performance on the continuous TMT-B score across time. Variant rs150547358 had the lowest P value = 7.2 × 10−10 with effect estimate beta = 1.16 (95% c.i.: 1.11, 1.22). Implementing data of the FOR2107 consortium (1795 individuals), we replicated these findings for the SNP rs150547358 (P value = 0.015), analyzing the difference of the two available measurement points two years apart. In the replication study, rs150547358 exhibited a similar effect estimate beta = 0.85 (95% c.i.: 0.74, 0.97). Our study demonstrates that longitudinally measured phenotypes have the potential to unmask novel associations, adding time as a dimension to the effects of genomics.

Reciprocal causation and the effect of environmental determinants upon the technology beliefs and practice of career-change pre-service teachers

ABSTRACT Studies continue to highlight the value career-change teachers bring to teaching. Yet, little research has investigated the incumbent technology skills and beliefs of this cohort, and how these skills impact their future teaching practice. This article presents the results from a mixed-method explanatory case study investigating this phenomenon. Semi-structured interviews were conducted with 19 career-change pre-service teachers enrolled in a graduate-entry initial teacher education (ITE) course. The principles of reciprocal determinism were applied to findings to understand how environmental factors affect technology pedagogy beliefs and practice. Analysis revealed experiences within previous workplaces endowed career-changers with expertise mastering occupation-specific technology. Metacognitive capabilities fostered from omnipresent technological change within prior workplace environments supported technology integration during Professional Experience. Influencing the technology pedagogy beliefs and practice of this cohort were inconsistent mentoring and mastery opportunities during ITE, and IT infrastructure issues during Professional Experience placements that buoyed disenfranchised school cultures.

Using a Learning Philosophy Assignment to Capture Students’ Metacognition and Achievement Goals

As key components of self-regulated learning, metacognition and goal orientation have been tied to improvements in academic achievement. Some research supports a bidirectional relationship between metacognition and goal orientation in which they promote each other as well as learning outcomes. We created a learning philosophy assignment (LP) to encourage students’ consideration of their learning strategies and goals resulting in a record of students’ metacognition. Research suggests that low-achieving students may have different metacognitive capabilities and learning goals and as such may be differentially impacted by the assignment. This paper considers the content of the LPs. Students were split into achievement quartiles to explore any patterns in metacognition or learning goals distinct to achievement level. Our content analysis confirms that the LP was successful in documenting metacognition and learning goals in all students. There were some differences related to achievement level.

Students’ metacognitive ability in contextual teaching and learningof mathematics based on jumping task

This research aimed to describe the process and result of the develop Mathematics teaching administration by using Contextual Teaching and Learning (CTL) based on jumping task as well as to know its effect on the student’s metacognitive capability. This type of research was a mixed method, which combines quantitative and qualitative research.The development model used in this study is Thiagarajan 4D.Respondents involved in this study consist of two classes, namely an experimental class of 36 students and a control class of 36 students.The research result shows that (1) the teaching administration; valid, practical and effective criteria (2) there is difference of metacognitive ability in control class and experiment class. This is indicated by the significant effect on of application of learning by using CTL based on jumping task.

Mobile Multimedia Education for Language Disorders

This article describes the importance of new multimedia tools that provide multi-sensory education for language learning, especially for students who need special education. These contemporary appliances stimulate the senses, enter the motiva-tion and reinforce the memory. In particular, these tools advance language skills such as comprehension, oral language and vocabulary, speaking expressions, reading capacities and writing abilities. Also, the evaluation for students with lan-guage disorders lies on cognitive and metacognitive capabilities, being created by these interactive media devices.

Levels of Structural Integration Mediate the Impact of Metacognition on Functioning in Non-affective Psychosis: Adding a Psychodynamic Perspective to the Metacognitive Approach.

Synthetic metacognition is defined by integrative and contextualizing processes of discrete reflexive moments. These processes are supposed to be needed to meet intrapsychic as well as interpersonal challenges and to meaningfully include psychotic experience in a personal life narrative. A substantial body of evidence has linked this phenomenon to psychosocial functioning and treatment options were developed. The concept of synthetic metacognition, measured with the Metacognition Assessment Scale-Abbreviated (MAS-A), rises hope to bridge gaps between therapeutic orientations and shares valuable parallels to modern psychodynamic constructs, especially the ‘levels of structural integration’ of the Operationalized Psychodynamic Diagnosis (OPD-2). As theoretical distinctions remain, aim of this study was to compare the predictive value of both constructs with regard to psychosocial functioning of patients with non-affective psychoses, measured with the International Classification of Functioning, Disability and Health (MINI-ICF-APP). It was further explored if levels of structural integration (OPD-LSIA) would mediate the impact of metacognition (MAS-A) on function (MINI-ICF-APP). Expert ratings of synthetic metacognition (MAS-A), the OPD-2 ‘levels of structural integration’ axis (OPD-LSIA), psychosocial functioning (MINI-ICF-APP) and assessments of general cognition and symptoms were applied to 100 individuals with non-affective psychoses. Whereas both, MAS-A and OPD-LSIA, significantly predicted MINI-ICF-APP beyond cognition and symptoms, OPD-LSIA explained a higher share of variance and mediated the impact of MAS-A on MINI-ICF-APP. Levels of structural integration, including the quality of internalized object representations and unconscious interpersonal schemas, might therefore be considered as valuable predictors of social functioning and as one therapeutic focus in patients with non-affective psychoses. Structural integration might go beyond and form the base of a person’s actual reflexive and metacognitive capabilities. Psychotherapeutic procedures specific for psychoses may promote and challenge a patient’s metacognitive capacities, but should equally take the need for maturing structural skills into account. Modern psychodynamic approaches to psychosis are shortly presented, providing concepts and techniques for the implicit regulation of interpersonal experience and aiming at structural integration in this patient group.

An Analysis of the Relation Between Metacognitive Capability and the Level of Attainment of Study Item Targets in Energy Technology Education

An Analysis of the Relation Between Metacognitive Capability and the Level of Attainment of Study Item Targets in Energy Technology Education

The CARINA Metacognitive Architecture

Metacognition has been used in artificial intelligence to increase the level of autonomy of intelligent systems. However, the design of systems with metacognitive capabilities is a difficult task due to the number and complexity of processes involved. The main objective of this article is to introduce a novel metacognitive architecture for monitoring and control of reasoning failures in artificial intelligent agents. CARINA metacognitive architecture is based on precise definitions of structural and functional elements of metacognition as defined in the MISM meta-model. CARINA can be used to implement real-world cognitive agents with the capability for introspective monitoring and meta-level control. Introspective monitoring detects reasoning failure (for example, when expectation is violated). Metacognitive control selects strategies to recover from failures. The article demonstrates a CARINA implementation of reasoning failure detection and recovery in an intelligent tutoring system called FUNPRO.

Influence of Mindfulness on Consumption: A Qualitative Study of Indian Consumers

Mindful consumption is an evolving concept that explains the role of consumers’ mindful mindset (such as caring of self, caring of nature, and caring of community) on their consumption choices. Consumers are increasingly engaging in various kinds of social media to gather opinions and reviews of customers which helps them in making more ‘informed’ consumption choices. And then we have the construct of mindfulness which is a meta-cognitive capability of every individual which determines their degree of attention to any new information and the way they interpret those information. In this paper, we will present the findings of a qualitative study which has been conducted on Indian consumers to arrive at a conceptual model and a set of propositions which depict the direct and indirect relationship between mindfulness and consumption. Based on the qualitative study, we also list a set of research questions that could direct future empirical research on mindful consumption in emerging markets (e.g. India).