Metacognitive Judgments Research Articles

Postdecisional Processing Delays in Metacognitive Monitoring After Traumatic Brain Injury.

To document the process by which metacognitive judgments ("online" monitoring of one's own cognitive performance during task completion) are made after traumatic brain injury (TBI). Sixteen community-dwelling adults with moderate to severe TBI and 16 matched healthy controls. Prospective, cross-sectional design. Metacognitive retrospective confidence judgments and reaction times were collected as participants performed a metamemory task. Adults with TBI did not differ from healthy peers in metacognitive accuracy; however, they took significantly longer to make retrospective confidence judgments. Retrospective confidence judgment reaction times were not consistently correlated to measures of processing speed in either sample. Adults with TBI engage in different postdecisional processes to make metacognitive judgments compared with healthy controls. Findings suggest that reaction times may be an important dimension of metacognition to assess clinically after TBI.

Theoretical note: Exploring Luce's (1963) low-threshold model applied to recognition memory.

Whether recognition memory is mediated by discrete or continuous processes has long been the subject of debate. Deemed "the ignored alternative" by Kellen, Erdfelder, Malmberg, Dubé, and Criss (2016), Luce's (1963) low-threshold model is a discrete model that describes data thought to be indicative of continuous mediation. Kellen et al. found that the low-threshold model describes data quantitatively as well as signal detection theory, a continuous model. We replicate that finding here across 8 experiments. More interestingly, we find that this equivalence is because of the 2 models fitting different aspects of the data-the low-threshold model better fits strongly encoded stimuli, and signal detection theory better fits weakly encoded stimuli. An alternative framework for recognition memory may be necessary-one that incorporates a control process that can induce either continuous or discrete mediation. According to this framework, meta-cognitive judgments regarding the strength of an item may induce the strategic discretization of memory. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Individual differences in local and global metacognitive judgments

Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of students’ metacognitive judgments are of interest. While previous results are quite consistent regarding the importance of performance for the accuracy of metacognitive judgments, results regarding motivational and personality variables are rather heterogeneous. This paper reports on two studies that simultaneously examined the predictive power of several performance, motivational, and personality variables on metacognitive judgments. The studies investigated a set of judgments (local and global postdictions in Study 1 and global pre- and postdictions in Study 2) and accuracy scores (bias, sensitivity, and specificity) in two different settings. Individual differences in judgments and judgment accuracy were studied via hierarchical regression analyses. Study 1 with N = 245 undergraduate students identified performance and domain-specific self-concept as relevant predictors for judgments after test taking. This was consistently found for local and global judgments. Study 2 with N = 138 undergraduate students hence focused on domain-specific self-concept and extended results to predictions. Study 2 replicated results for global postdictions but not predictions. Specifically, before task processing, students’ judgments relied mostly on domain-specific self-concept but not on test performance itself. The studies indicate that different judgments and measures of judgment accuracy are needed to obtain comprehensive insights into individual differences in metacognitive monitoring.

Metacognitive domain specificity in feeling-of-knowing but not retrospective confidence

Previous research has converged on the idea that metacognitive evaluations of memory dissociate between semantic and episodic memory tasks, even if the type of metacognitive judgement is held constant. This often observed difference has been the basis of much theoretical reasoning about the types of cues available when making metacognitive judgements of memory and how metacognition is altered in memory pathologies. Here, we sought to revisit the difference between episodic and semantic feeling-of-knowing (FOK) judgements in the light of recent research which has supported a domain general account of metacognition. One hundred participants performed classical episodic and semantic memory tasks with FOK judgements and confidence judgements. Using the meta-d′ framework, we applied a hierarchical Bayesian model to estimate metacognitive sensitivity and cross-task covariance. Results revealed a significant correlation in metacognitive efficiency (meta-d′/d′) between the episodic memory task and the semantic memory task for confidence judgements; however, no evidence was found for a cross-task correlation for FOK judgements. This supports the view that FOK judgements are based on different cues in semantic and episodic memory, whereas confidence judgements are domain general.

How Perceived Processing Fluency Influences the Illusion of Knowing in Learning From TV Reports

Abstract. The present two-study work aims to contribute to an understanding of the causes and consequences of perceived processing fluency. Regarding its causes, the experimental studies ( N1 = 399; N2 = 337) found that features of television reports (e.g., footage used, background music) can heighten perceptions of processing fluency. Regarding its consequences, it was found that heightened perceived fluency biases metacognitive judgments. Specifically, considering perceived knowledge in relation to actual knowledge, recipients experiencing fluency have been found to overestimate their knowledge about the issue depicted in the experimental stimuli. The resulting illusion of knowing was particularly pronounced under conditions of low involvement, indicating that the so-called ease-of-processing heuristic underlies the effect.

A comparison of non-verbal and verbal indicators of young children’s metacognition

In the past decade, research increasingly uncovers emerging metacognitive skills in young children by using child-friendly, creative, and non-verbal measures of metacognition. In the present study, the now often used non-verbal “opt-out” paradigm and classical verbal metacognitive judgments (judgments-of-learning and confidence judgments) were used in the context of a paired associates learning task. Prospectively (before the memory test) and retrospectively (after recognition) N = 138 children (N = 72 5-year-olds; N = 66 6-year-olds) evaluated their performance. Results revealed evidence for existing metacognitive skills in their relative sense (discriminating correct from incorrect responses in the metacognitive measures) but poor metacognitive accuracy in absolute terms. The non-verbal opt-out measures were not found to consistently and substantially facilitate especially 5-year-olds` metacognitive skills. Correlating non-verbal and verbal measures revealed shared but also distinct, yet to be explained variances calling for a strongly differentiated concept of children’s early metacognition.

Are errors detected before they occur? Early error sensations revealed by metacognitive judgments on the timing of error awareness.

Errors in choice tasks are not only detected fast and reliably, participants often report that they knew that an error occurred already before a response was produced. These early error sensations stand in contrast with evidence suggesting that the earliest neural correlates of error awareness emerge around 300ms after erroneous responses. The present study aimed to investigate whether anecdotal evidence for early error sensations can be corroborated in a controlled study in which participants provide metacognitive judgments on the subjective timing of error awareness. In Experiment 1, participants had to report whether they became aware of their errors before or after the response. In Experiment 2, wemeasured confidence in these metacognitive judgments. Our data show that participants report early error sensations with high confidence in the majority of error trials across paradigms and experiments. These results provide first evidence for early error sensations, informing theories of error awareness.

Comparing electrophysiological correlates of judgment of learning and feeling of knowing during face-name recognition

ABSTRACT We investigated the event-related potential (ERP) correlates of two metacognitive judgments, namely judgment of learning (JOL) and feeling of knowing (FOK) induced by a face-name recognition (FNR) task in 60 participants. The FNR produced N170 and P100 components at posterior, and an N100 component at anterior electrodes. Posterior P200, anterior N200 components were recorded during JOL and FOK judgments. Our data showed that ERP correlates of JOL and FOK emerge as rapidly as 200 ms following stimulus presentation, and these two metacognitive judgments are based on both perceptual fluency and conflict processes. However, these ERP components affected by the degree of JOL and FOK judgments. Thus, we concluded that even though JOL and FOK judgments produced similar ERP wave forms temporal dynamics of these two judgments are different. Also, our results support the hypothesis that metacognitive judgments are linked to distributed neural substrates rather than strictly to frontal lobe function.

Metacognition in Human Factors: The Rewards and Consequences of Repeated Assessment

Recent publications have encouraged researchers to consider how metacognition affects users’ judgments of usability and workload by integrating metacognitive assessments with traditional testing paradigms. However, the repercussions of collecting these measures concurrently are unknown. We used a visual search task to determine how the frequency of metacognitive assessments affected metacognitive accuracy and performance. Frequent assessments did not impact performance on the focal task; however, they did reduce the accuracy of participants’ metacognitive judgments by about 7%. This finding suggests that researchers should consider context when selecting a metacognitive assessment strategy.

Collaborative Metacognition in Signal Detection Decision Making

When individuals work together to make decisions in a signal detection task, they typically achieve greater sensitivity as a group than they could each achieve on their own. The present experiments investigate whether metacognitive, or Type 2, signal detection judgements would show a similar pattern of collaborative benefit. Thirty-two participants in Experiment 1 and sixty participants in Experiment 2 completed a signal detection task individually and in groups, and measures of Type 1 and Type 2 sensitivity were calculated from participants’ confidence judgments. Bayesian parameter estimates suggested that regardless of whether teams are given feedback on their performance (Experiment 1) or receive no feedback (Experiment 2), no credible differences were observed in metacognitive efficiency between the teams and the better members, nor between the teams and the worse members. These findings suggest that teams may self-assess their performance by deferring metacognitive judgments to the most metacognitively sensitive individual within the team, even without trial-by-trial feedback, rather than integrating their judgments and achieving increased metacognitive awareness of their own performance.

Examining Training Comprehension and External Cognition in Evaluations of Uncertainty Visualizations to Support Decision Making

Recent advances in uncertainty visualization research have focused not only on design features to support decision making, but also on challenges of evaluating the effectiveness of uncertainty visualizations, such as the degree to which individuals’ baseline task comprehension may alter their performance on experimental tasks regardless of a visualization’s effectiveness. Building on recent work, we investigated the effect of training comprehension on performance across varying representations of uncertainty and varying degrees of visualization interactivity using a simulated course of action selection task. Additionally, we explored how extended cognition theory can be applied to visualization evaluations by incorporating interface features that afford externalization of knowledge within the task environment. Our findings suggest that regardless of how uncertainty is represented, training comprehension leads to superior transfer, reduced workload, more accurate metacognitive judgments, and higher cognitive efficiency. Our findings also suggest that external cognition during decision making leads to improved accuracy and cognitive efficiency. The present study contributes to research on the design and evaluation of uncertainty visualizations. In addition, this study extends previous work by demonstrating how extended cognition theory can inform the design of human-machine interfaces to support decision making.

Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning.

Previous research shows that participants are overconfident in their ability to learn foreign language vocabulary from pictures compared with English translations. The current study explored whether this tendency is due to processing fluency or beliefs about learning. Using self-paced study of Swahili words paired with either picture cues or English translation cues, picture cues garnered higher confidence judgements but not faster study times, and this was true whether judgements of learning were made after a delay (Experiment 1) or immediately (Experiment 2). In Experiment 3, when participants learned Swahili words with only one type of cue (pictures or English translations) and then estimated which one would be more effective for learning, the majority of participants believed pictures would be more effective regardless of whether they had experienced those cues during learning. Experiment 4 showed the same results when participants had experienced neither type of cue during a learning phase. These results suggest that metacognitive judgements in foreign language vocabulary learning are driven more by students' beliefs about learning than by processing fluency as reflected in self-paced study times.

Knowing who knows: Metacognitive and causal learning abilities guide infants' selective social learning.

Given the widespread interest in the development of children's selective social learning, there is mounting evidence suggesting that infants prefer to learn from competent informants (Poulin-Dubois & Brosseau-Liard, Current Directions in Psychological Science, 2016, 25). However, little research has been dedicated to understanding how this selectivity develops. The present study investigated whether causal learning and precursor metacognitive abilities govern discriminant learning in a classic word-learning paradigm. Infants were exposed to a speaker who accurately (reliable condition) or inaccurately (unreliable condition) labeled familiar objects and were subsequently tested on their ability to learn a novel word from the informant. The predictive power of causal learning skills and precursor metacognition (as measured through decision confidence) on infants' word learning was examined across both reliable and unreliable conditions. Results suggest that infants are more inclined to accept an unreliable speaker's testimony on a word learning task when they also lack confidence in their own knowledge on a task measuring their metacognitive ability. Additionally, when uncertain, infants draw on causal learning abilities to better learn the association between a label and a novel toy. This study is the first to shed light on the role of causal learning and precursor metacognitive judgments in infants' abilities to engage in selective trust.

Metacognitive judgments of prior material facilitate the learning of new material: The forward effect of metacognitive judgments in inductive learning.

Recent studies have shown that interim testing of previously studied material facilitates the learning of new material. Such forward testing effect occurs, in part, because interim testing provides learners with an opportunity to evaluate their learning strategies and allows them to use more effective strategies in their subsequent learning. We hypothesized that making metacognitive judgments of prior learning would also have similar effects, as it would directly require learners to think about their own learning status. Three experiments examined whether an act of making judgments of learning (JOLs) on prior material could facilitate the learning of new material in inductive learning, namely, creating a forward effect of metacognitive judgments. Participants studied painting styles of various artists, which were divided into two separate sections (Sections A and B). They were asked to provide JOLs, restudy, or take a test on the studied paintings of Section A before moving on to study the paintings of different artists in Section B, and then were given a final cumulative test where participants had to transfer what they had previously learned to new exemplars of the studied artists. The results indicated that simply requiring learners to make item-level JOLs (Experiment 1) did not facilitate learning compared with restudy, but the act of making category-level JOLs (Experiment 2) and global metacognitive judgments (Experiment 3) facilitated the learning of new materials. The findings suggest that making a JOL is not a neutral activity and that it can influence learners’ subsequent study behavior and learning outcomes. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Will using the Internet to answer knowledge questions increase users’ overestimation of their own ability or performance?

ABSTRACT Using the Internet is ubiquitous, but not all of the consequences of this habitual technology use are known. Theoretical models and related research suggest that the act of searching for information on the Internet itself may bias users toward overestimating themselves. The current study is the first direct empirical test of this assumption. In a two-by-two design, n = 184 participants were randomly assigned to between-subject Internet or NoInternet conditions in each of two phases: In the Induction Phase 1, participants made predictive metacognitive judgments about their ability to answer a first set of explanatory knowledge questions. In the Target Phase 2, they made predictive and postdictive metacognitive judgments about their ability to answer a second, entirely unrelated set of explanatory knowledge questions and answered two of these questions. Results show that Internet use affected tasks only in the same phase, but not in subsequent unrelated phases. Internet use resulted in better answers, but also in significant and persistent overestimation of information problem-solving ability and performance, even in more accurate postdictive metacognitive judgments. Potential consequences of this side effect of Internet use are discussed such as premature termination of information problem-solving and suboptimal performance.

A test of the goodness of fit of the generic metacognitive model of psychopathology symptoms

BackgroundCommon mental disorders such as depression and anxiety frequently co-occur and may share etiological mechanisms. The metacognitive model is based on the principle that there are common pathological mechanisms across disorders that account for comorbidity and therefore can be conceptualized in one generic model. A central prediction of the model is that particular metacognitive beliefs concerning the value of worry, and the uncontrollability and danger of cognition are positively correlated with psychopathology symptoms. In the present study, we set out to test the overall fit of this model by assessing generic metacognitive beliefs and judgements of attention control capacity as predictors of common and frequently co-occurring emotional distress symptoms.MethodsIn a cross-sectional design, 645 participants gathered at convenience completed a battery of self-report questionnaires.ResultsStructural equation modelling indicated a good model fit for the generic metacognitive model, and the predictors accounted for 93% of the variance in distress consisting of depression-, generalized- and social anxiety symptoms.ConclusionsThis finding supports the generic model and the implication that it can be used as a basis to formulate and treat multiple presenting problems.

Acute Physical Exercise Can Influence the Accuracy of Metacognitive Judgments

Acute exercise generally benefits memory but little research has examined how exercise affects metacognition (knowledge of memory performance). We show that a single bout of exercise can influence metacognition in paired-associate learning. Participants completed 30-min of moderate-intensity exercise before or after studying a series of word pairs (cloud-ivory), and completed cued-recall (cloud-?; Experiments 1 & 2) and recognition memory tests (cloud-? spoon; ivory; drill; choir; Experiment 2). Participants made judgments of learning prior to cued-recall tests (JOLs; predicted likelihood of recalling the second word of each pair when shown the first) and feeling-of-knowing judgments prior to recognition tests (FOK; predicted likelihood of recognizing the second word from four alternatives). Compared to no-exercise control conditions, exercise before encoding enhanced cued-recall in Experiment 1 but not Experiment 2 and did not affect recognition. Exercise after encoding did not influence memory. In conditions where exercise did not benefit memory, it increased JOLs and FOK judgments relative to accuracy (Experiments 1 & 2) and impaired the relative accuracy of JOLs (ability to distinguish remembered from non-remembered items; Experiment 2). Acute exercise seems to signal likely remembering; this has implications for understanding the effects of exercise on metacognition, and for incorporating exercise into study routines.

Olfactory working memory: exploring the differences in n-back memory for high and low verbalisable odorants

ABSTRACTWe describe four experiments each examining n-back performance for high and low verbalisable odorants. Participants were presented with a sequence of odorants and were required to state if the current odorant was the same or different to the odorant presented two items earlier. Experiment 1 reported superior performance for high, relative to low, verbalisable odorants and was evident despite above-chance memory performance for the low verbalisable odorants. Experiment 2 showed that such superiority persisted with a concurrent articulation condition, suggesting that the memory benefit was not a consequence of verbal recording and rehearsal. Experiment 3 employed metacognitive judgments and showed that correct 2-back responses for high verbalisable odorants received more recollection responses compared to low verbalisable odorants. Experiment 4 compared n-back performance across different stimulus types and showed that, for high verbalisable odorants, performance correlated with both letters and abstract shapes, but such correlations were absent for low verbalisable odorants. Taken together, these findings show differences in n-back performance between high and low verbalisable odorants, and show that high verbalisable odorants exhibit performance similarities with both verbal and visual stimuli. We further argue that n-back performance for low verbalisable odorants operates differently to that of high verbalisable odorants.

Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing

From a self-regulated learning perspective, adequate monitoring of own learning processes and outcomes is crucial to regulate one's own learning effectively. Research on metacognitive judgments, however, clearly indicates that students frequently overestimate their actual performance. Therefore, the present study with N = 209 undergraduate students aimed to support students in developing accurate judgments in order to improve learning processes and, eventually, performance. A quasi-experimental design with three conditions (metacognitive training, testing, and control) and five testing sessions was implemented. In addition to repeated testing plus individual feedback in the testing group, students in the metacognitive training group received psychoeducation, made item-specific judgments, and were given feedback. Over and above the positive effects of repeated testing, metacognitive training positively influenced several monitoring accuracy scores (bias, absolute accuracy, and specificity) and students' performance. Moreover, the metacognitive training group exhibited a nonlinear interindividual decrease in overconfidence. Overall, the study provided considerable evidence that monitoring accuracy and performance can be improved by means of judgment training.

Optimistic metacognitive judgments predict poor performance in relatively complex visual tasks.

In some cases, people overestimate how much they can see. This can produce a metacognitive blind spot that may lead participants to devote fewer cognitive resources than a visual task demands. However, little research has tested whether individuals who are particularly optimistic about their visual capabilities are susceptible to poor visual performance. We tested whether optimistic metacognitive judgments would predict poor performance in a visual task, especially when it placed a large attentional load on the participant, and when it required balancing between multiple sources of information. We tested participants in a simplified battle command simulation in which they were asked to detect visual changes. Participants who predicted spatially expansive visual attention performance performed more poorly in the change detection task when the task required tracking larger numbers of aircraft, and when it included a secondary change-list display.