Metacognitive Processes Research Articles

Transitioning from specialisation to collaboration: interprofessional clinical simulation, metacognition and the phenomenon of convergence

ABSTRACT Research into metacognitive processes within interprofessional clinical simulation has been largely overlooked in the literature. This study explores how interprofessional simulation may influence cognitive and metacognitive processes across several professional programmes; medicine, nursing, pharmacy, and occupational therapy. This study focused on changes in performance pre- and post-simulation, with undergraduate students from each profession answering a set of questions related to the simulation case, requiring specialized knowledge from each profession. Question scores, item confidence judgment ratings, and calibration values were collected and analyzed. The data revealed a pattern of convergence in post-simulation assessments, where professions initially with lower performance in the pre-simulation phase improved, and those initially performing well demonstrating a decline in performance. Calibration values indicated that medical students developed metacognitive errors from their interactions in the simulation, which were not present pre-simulation, and that occupational therapy students suffered a loss of confidence and calibration in questions within their own field resulting from their experience (being more accurate pre-simulation). The authors anticipate that the phenomenon of convergence may have longer-term consequences, potentially fostering distrust among professions for those with declining performance. The authors propose that expanding awareness of convergence phenomena and conducting repeated simulations (thus facilitating further team development) could mitigate this issue.

Teaching for transfer of learning in health professions education: AMEE Guide No. 176

Transfer of learning occurs when past learning is applied to new situations, and also at a varying time from the initial time of learning. Importantly, research in both academic and clinical areas of health professions education has highlighted that transfer of learning often does not successfully occur. Successful transfer is multi-dimensional and occurs when the learner has the required motivation, mental model, metacognitive processes relevant to the task, and the opportunity to transfer their learning to different situations. An essential aspect of successful transfer is the educator. This Guide provides an overview of an integrated model of transfer that can inform a variety of practical teaching strategies in both academic and clinical areas of health professions education.

Preservice teachers’ metacognitive process variables in modeling-related problem posing

For teaching mathematical modeling in schools, teachers need to create suitable problems for their students to deal with. Despite an emphasis on teaching approaches for mathematical modeling, little is known about the processes involved in posing problems based on real-world situations, referred to as modeling-related problem posing, and specifically about what has been termed “implemented anticipation” as a metacognitive process variable. To contribute to filling this research gap, this study analyzed the nature and presence of implemented anticipation among preservice teachers as they posed problems based on real-world situations. The study was conducted through qualitative research with seven preservice teachers and revealed that the decision-making process in modeling-related problem posing involves different processes of implemented anticipation, depending on the role the preservice teacher takes on. The paper discusses the implications for preparing preservice teachers to pose problems for teaching mathematical modeling.

On the right track: decoding self-regulated learning in young students’ log data with the digital train track task

Assessing self-regulated learning (SRL)—the interplay between monitoring and control behavior—remains challenging, particularly in young learners. The unobtrusive assessment with log data to investigate SRL offers a promising method to deepen the understanding of the SRL process of young students. Despite the significant potential of log data to enhance the measurement of SRL, recent research encounters new challenges of operationalization, transparency, generalizability, validity, and reproducibility. This study introduces an innovative instrument, the digital train track task (TTT), for assessing SRL with log data in young learners, focusing on monitoring and controlling behavior. Log data of 85 primary school students (second to fifth grades, aged 7–13 years) performing one simple and one complex TTT were analyzed. As a novel method, finite state machines (FSM) were applied to extract SRL-related actions and states from the log data. To evaluate and explore the potential of the digital TTT, monitoring, and control behavior during simple and complex tasks were compared, employing frequency-based statistical analysis and transition graphs. Additionally, the log data were multimethodically linked with think-aloud data. The results revealed differences in monitoring and control behavior during the simple and the complex tasks regarding frequency, duration, and transitions between the SRL-related states. Extracted SRL-related states from log data and corresponding think-aloud data showed significant correlations. Adding to the growing body of log data research, this study offers an innovative task to validly assess the metacognitive self-regulation processes of young learners during problem-solving. The transparent, theory-based operationalization of SRL in this study, taking into account recent demands for SRL log data research, allows better reproducibility and transfer and adds to the generalizability of findings from SRL log data research.

Age- and Task-Setting-Related Performance Predictions in Prospective Memory: Can Metacognition Explain the Age-Prospective Memory Paradox?

This study explored the role of metacognition in the so-called “age-prospective memory (PM) paradox” by investigating the accuracy of younger and older adults’ predictions of their future PM performance in time-based tasks performed across laboratory and naturalistic settings. Metacognitive monitoring was assessed by asking participants to make judgments-of-learning (JOLs) on an item level for both the prospective (remembering that something has to be done) and retrospective (remembering what to do) components of PM. In terms of PM performance, the results for the prospective component revealed an age deficit in the laboratory-based task and an age benefit in the naturalistic task, in line with the age-PM paradox. In terms of metacognition, important age differences were found across settings. In particular, the results pointed to poor resolution of JOLs made by older adults in the laboratory and by younger adults in the naturalistic setting. This suggests that younger and older participants could not discriminate between items they would later hit or miss but did so in different settings. Furthermore, although both age groups exhibited overconfidence in the naturalistic setting, this bias was significantly stronger for the younger adults. This might explain the observed differences in performance. That is, the advantage older adults have in naturalistic tasks may stem from a better ability to predict performance in this setting compared to younger adults, who tend instead to heavily overestimate their capabilities and may therefore not engage in appropriate strategies or planning. These findings speak to the functional relevance of metacognitive monitoring processes for PM performance and suggest considering metacognition as a key factor in explaining the age-PM paradox.

Online peer assessment in Galenic Pharmacy: enhancing evaluative judgement in higher education

ABSTRACT Assessment influences how students define their priorities and their commitment to the learning process. Assessment strategies can empower students to actively engage in metacognitive processes, fostering cross-curricular competencies. Mastery of these competencies not only enhances deep and meaningful learning but also prepares learners for the challenges of the ever-evolving knowledge field. However, developing evaluative judgement, the ability to critically and autonomously judge the quality of one’s own work and that of others, is essential but challenging. The purpose of this study was to design and assess an online educational experience for Galenic Pharmacy students (N = 339) during the 2021–2022 academic year of the Degree of Pharmacy. Beyond content acquisition, the primary goal was to foster evaluative judgement as a pivotal component of the ‘learning to learn’ competence. A complex task with iterative deliverables was proposed, using peer assessment as the central tool for the development of evaluative judgement. Students were required to give presentations on methods of administering medicines and had iterative deliverables. They underwent multiple rounds of peer feedback. The task as well as peer assessment process were compulsory for all the students. The participating students voluntarily answered an ad hoc online questionnaire in relation to their perception of the overall experience of peer assessment. The outcomes showcased the positive impacts of peer assessment based on the roles of assessor and assessed. An improvement in feedback quality was observed from one iteration to another, and an enhancement of critical judgement was evident. Enhancing assessment literacy might be essential for both educators and students. For educators, this would allow them to set criteria more aligned with competencies, whereas students might place higher value on these practices and actively engage with the learning process. Such engagement is crucial for promoting lifelong autonomous and self-regulated learning.

Reminders eliminate age-related declines in prospective memory.

Prospective memory (PM)-the process of establishing intentions for future action and remembering to fulfill these intentions at the appropriate time-is necessary for many instrumental activities of daily living and for maintaining functional independence with increased age. Offloading PM demands onto the environment, such as setting a reminder alarm to take medication, offers an easy and effective way to mitigate age-related PM declines. However, a lack of basic knowledge about the cognitive and metacognitive processes that drive offloading decisions presents barriers to successful implementation. The present study addresses these issues by examining age differences in PM for offloaded (i.e., with reminders) and nonoffloaded (i.e., without reminders) intentions under low and high memory demands. With highly specific intentions that can be retrieved via bottom-up processes (Experiment 1), there were no age differences in PM without reminders, and younger and older adults equally benefitted from reminders under high memory load. With nonspecific intentions that require top-down attention for retrieval (Experiment 2), older adults had worse PM under high load without reminders. Critically, this age difference was eliminated with the use of reminders, likely due to increased reminder checking for older adults under high load. These findings suggest that offloading can circumvent cognitive capacity limitations and minimize computational effort to improve intention fulfillment in older adults. The theoretical and applied ramifications of these findings are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The effects of self-oriented perfectionism in an experimental personnel selection context: a self-validation analysis / Los efectos del perfeccionismo auto-orientado en un contexto experimental de selección de personal: un análisis desde la auto-validación

This study analysed the effects of perfectionism on the formation of attitudes and expectations of organisational behaviour in potential recruiters. Specifically, the dimensions of perfectionism proposed by Hewitt and Flett were analysed in relation to the meta-cognitive process of thought self-validation. Participants were randomly exposed to the résumé (strong vs. weak) of a job candidate that produced either favourable thoughts (strong résumé) or unfavourable thoughts (weak résumé) about the candidate and the résumé. As hypothesised, participants perceived their thoughts as more perfect the higher their self-oriented perfectionism. Consequently, this led them to be more certain and confident in the thoughts generated. This greater cognitive validation of their own thoughts, in turn, gave rise to more polarised attitudes (either in favour of or against the candidate) and expectations about performance, adaptation and organisational commitment, according to the thoughts generated (favourable vs. unfavourable). The implications for research in persuasion and its application in personnel selection are discussed in this article.

From task-general towards task-specific cognitive operations in a few minutes? Working memory performance as an adaptive process.

Measurement of cognitive functions is typically based on the implicit assumption that the mental architecture underlying cognitive task performance is constant throughout the task. In contrast, skill learning theory implies that cognitively demanding task performance is an adaptive process that progresses from initial heavy engagement of effortful and task-general metacognitive and executive control processes towards more automatic and task-specific performance. However, this hypothesis is rarely applied to the short time spans of traditional cognitive tasks such as working memory (WM) tasks. We utilised longitudinal structural equation models on two well-powered data sets to test the hypothesis that the initial stages of WM task performances load heavily on a task-general g-factor and then start to diverge towards factors specific to task structure. In line with the hypothesis, data from the first experiment (N = 296) were successfully fitted in a model with task-initial unity of the WM paradigm-specific latent factors, after which their intercorrelations started to diverge. The second experiment (N = 201) replicated this pattern except for one paradigm-specific latent factor. These preliminary results suggest that the processes underlying WM task performance tend to progress rapidly from more task-general towards task-specific, in line with the cognitive skill learning framework. Such task-internal dynamics has important implications for the measurement of complex cognitive functions.

Effects of personality traits and mood induction on metamemory judgments and metacognitive beliefs

Although the effects of mood and personality traits on memory performance have previously been studied, their relationship to the metamemory and metacognitive processes is still unknown. In this study, we investigated the effects of mood induction (positive and negative) and personality traits (extroverted and neurotics) on metacognitive beliefs, memory confidence, the judgment of learning (JOL) and feeling of knowing (FOK) judgments during face-name recognition tasks. One hundred twenty-seven participants who met the criteria based on their extraverted and neurotic personality scores on the Big Five Personality Inventory were randomly assigned to positive and negative mood induction conditions. We found that neurotics showed lower JOL judgments and accuracy than extroverts. The interaction effect between mood and personality significantly affected JOL and FOK accuracy, indicating that while extraverts were more accurate during positive induction, neurotics were more accurate during negative induction. In addition, neurotics were underconfident in their memory and reported more negative metacognitive beliefs than extroverts. We concluded that memory and metamemory processes are distinguishable in their relationships with mood states and personality traits. Our data also showed that JOL and FOK are distinct processes that support domain-specific metacognitive judgments.

Enhancing the community of inquiry in online courses: Making the case for blogs

The purpose of this article is to advocate for blogs as a method of building social presence, to present options for administering blog assignments, to provide feedback from students who completed blog assignments, and to contrast the practice of teaching with blogs to teaching with the frequently utilized discussion boards. Blogs create community, encourage dialogue, and inspire metacognitive processes leading to an authentic learning experience. Blogs can be effective and efficient tools for activities such as class bios/introductions, case studies, class reflections, or student assignment feedback, whereas discussion boards can be more effective in instances that necessitate genuine two-way dialogue such as asking for instructor assistance. Additionally, guidance for obtaining student satisfaction with using blogs in class is presented.

Metacognitive control during problem solving at early ages in programming tasks using a floor robot

This research, following a sequential mixed-methods design, delves into metacognitive control in problem solving among 5- to 6-year-olds, using two floor-robot environments. In an initial qualitative phase, 82 pupils participated in tasks in which they directed a floor robot to one of two targets, with the closer target requiring more cognitive effort due to the turns involved. The results of this phase revealed that younger students often rationalised their decisions based on reasons unrelated to the difficulty of the task, highlighting limitations in children’s language and abstract thinking skills and leading to the need for a second quantitative study. In this subsequent stage, involving 117 students, a computerised floor-robot simulator was used. The simulator executed the students’ planned movements and provided feedback on their validity. Each participant had three attempts per problem, with the option to change their target each time. The simulator stored the information pertaining to the chosen resolution path, design of the plan, and re-evaluation of decision making based on the results and feedback received. This study aims to describe the criteria upon which students base their metacognitive control processes in decision making within problem-solving programming tasks. Additionally, through a comparative analysis focusing on age and gender, this research aims to assess the relationship between metacognitive processes and success in problem-solving programming tasks.

The Effect of Online Training of Competitive Domino and Cup Stacking Games on Mindfulness, Emotion Regulation and Executive Functions of Children

Background: Children's behavior inside the home indicates that playing digital games and engaging in social networks are more prevalent than studying and physical activity. Objectives: This study aimed to investigate the effect of online training of dominoes and cup stacking games on the metacognitive processes of children. Methods: Fifty-four fifth and sixth grade students were equally assigned into three groups of cup stacking, domino, and control. Twelve training sessions, 2 sessions per week for 45 minutes, were held online in the experimental groups. The participants filled in the Adolescent and Adult Mindfulness Scale (AAMS), Emotion Regulation for Children and Adolescent (ERQ-CA), and Children's Behavior Rating Inventory of Executive Function Questionnaire (BRIEF) before and after the training protocol. Results: MANCOVA showed that there was no significant difference between the cup stacking and domino groups in mindfulness. Cup stacking group on reappraisal strategy (emotion regulation), and dominoes on attention transfer, emotion control, and strategic planning (executive function) was significantly higher than other. The dominoes game, compared to the control group, had a significant impact on attention, non-judgment (mindfulness), reappraisal (emotion regulation), attention transfer, emotion control, and strategic planning (executive function). The cup stacking game, compared to the control group, had a significant effect on attention, and reappraisal. Conclusions: The findings emphasized the importance of the positive effect of online education, dominoes, and cup stacking games on certain metacognitive processes of children.

SELF-ASSESSMENT METACOGNITIVE STRATEGIES IN A SPONTANEOUS ESL SPEECH PRODUCTION CONTEXT

Purpose – Self-assessment is regarded as a complex metacognitive process by scholars. Nevertheless, in the context of English as a Second Language (ESL) speaking, self-assessment practices often rely on assessment criteria and teacher commentaries. However, speaking involves spontaneous expression with limited access to external standards. Therefore, this case study aims to explore the metacognitive strategies that proficient ESL students use during selfassessment in spontaneous speech production contexts. Methodology – Three participants, purposefully selected, participated in two spontaneous group discussions recorded on video. Instances of participants’ dysfluency served as prompts in stimulated recall interviews, complemented by video recordings to validate participants’ responses. The thematic analysis of interview data utilised a conceptual framework integrating O’Malley and Chamot’s (1990) metacognitive strategies and Kormos’ (2006) speech production model. Findings – The analysis revealed that participants employed three key metacognitive strategies – organisational planning, selective attention, and self-monitoring to self-assess their spontaneous speech. Feedback sources, such as their proficiency in the second language (L2) and contextual factors, influenced the application and effectiveness of these strategies during self-assessment (SA). Significance – This study offers insights into how proficient ESL students self-assess their spontaneous speech production, leveraging their available resources. In addition, this study identifies speech challenges the participants encountered and how they applied metacognitive strategies to address them.

Exploring challenges in learning and study skills among first-year medical students: a case study

BackgroundDespite being high-achieving students, many medical students face academic challenges, particularly during their first year of study. Research indicates that self-regulated learning, involving metacognitive processes and adaptive strategies, can positively influence academic achievement. This study aimed to assess the early learning and study skills of first-year medical students in an international medical school with the goal of developing a learner-centered educational intervention to promote self-regulated learning.MethodsWe conducted a retrospective analysis of the Learning and Study Skills Inventory (LASSI) questionnaire that was administered annually each August to first-year medical students from 2019 to 2022. The distribution of students across different percentile ranges for each selected variable was determined for each year and all years collectively. Students were counted within distinct percentile brackets (50th and below, between 51st and 75th, and above 75th ) for each variable.ResultsA total of 147 students completed the LASSI questionnaire over the 4-year time period. Using academic resources was the greatest concern, with 67% of students in the 50th or below percentile, followed by selecting the main idea (56%), motivation (51%), and concentration (50%). Attitude scored highest across all cohorts, scoring between 21.55 ± 0.73 and 26.49 ± 0.34. In comparing mean scores of LASSI variables across all cohorts, attitude, motivation, test-taking strategies, time management, and the use of academic resources differed significantly (p < 0.05).ConclusionLASSI data can provide an early picture of students’ support needs. We posit that early identification of student learning and study skills and areas of struggle can inform personalized educational interventions and programs to support first-year medical students.

Thought-shape fusion in residential eating disorder treatment: Cognitive defusion as a mediator between thought-action fusion and treatment outcome.

An understudied cognitive bias within eating disorder (ED) psychopathology is Thought-Shape Fusion (TSF), which involves irrational beliefs about the likelihood and moral implications of feared outcomes related to shape, weight, and food. This phenomenon has received less attention within the context of ED treatment, with little known about potential processes of change to address TSF and ultimately promote ED recovery. We propose cognitive defusion as a process of change, a metacognitive process that emphasizes observing thoughts objectively rather than appraising thoughts as absolute truth. We explored whether cognitive defusion, that is, reductions in body image-related cognitive fusion, mediated the relationship between trait-level TSF and treatment outcomes in a transdiagnostic ED sample of adult and adolescent females (N=130) presenting to residential care. We found that reductions in body image-related cognitive fusion mediates the association between trait-level TSF at baseline and ED severity at discharge. However, when the sample was separated into adolescent and adult subgroups, these results only remained significant for adolescents. These findings underscore the relevance of targeting cognitive defusion as a potential mechanism to address the impact of trait levels of TSF cognitions on ED psychopathology.

The influence of cluster mind map on ESL university students’ writing skills

In academic writing, harnessing creativity and effectively organizing thoughts are pivotal for producing coherent content. Cluster mind mapping is a useful tool that can aid students’ writing skills from the beginning such as drafting to the final stages of writing. Therefore, this research investigates to what extent planning, brainstorming, and idea matching can influence students’ writing. This research specifically examines the application of the cluster mind map in student’s academic writing. This study involves a total of 60 participants from the institutions of higher education in the state of Perlis. A quantitative research approach was employed to evaluate the effectiveness of Cluster Mind Map using inferential statistics through Statistical Package for Social Sciences (SPSS). The findings of the study highlight that effective planning, brainstorming, and idea generation were the key categories that significantly influenced students' writing performance in a cluster mind map. This study also points out that cluster mind map acts as a valuable resource for educators seeking to improve students’ academic writing and seeking to enhance students’ learning outcomes. It is useful in aiding English language practitioners in equipping students with metacognitive processing skills particularly in the area of academic writing.

Ambient smart environments: affordances, allostasis, and wellbeing

In this paper we assess the functionality and therapeutic potential of ambient smart environments. We argue that the language of affordances alone fails to do justice to the peculiar functionality of this ambient technology, and draw from theoretical approaches based on the free energy principle and active inference. We argue that ambient smart environments should be understood as playing an'upstream' role, shaping an agent's field of affordances in real time, in an adaptive way that supports an optimal grip on a field of affordances. We characterise this optimal grip using precision weighting, and in terms of allostatic control, drawing an analogy with the role of precision weighting in metacognitive processes. One key insight we present is that ambient smart environments may support allostatic control not only by simplifying an agent's problem space, but by increasing uncertainty, in order to destabilise calcified, sub-optimal, psychological and behavioural patterns. In short, we lay an empirically-grounded theoretical foundation for understanding ambient smart environments, and for answering related philosophical questions around agency, trust, and subjective wellbeing.

Learn bamboo from bamboo: a kinaesthetic communication approach to curating cultures, crafts, and construction for higher education

PurposeBeyond symptomatic communication barriers between designers and communities, glocal resiliency building (GRB) by intercultural groups often challenges traditional service-learning trajectories. Without ambitious performance hurdles, two higher education institutions from Australia and Thailand built rapport via their shared love for Bamboo to level hierarchies between groups: architects, both social and professional.Design/methodology/approachThe author used Basho’s “self” – object nexus, as depicted in “Learn Bamboo from Bamboo” Haiku, as a methodology to structure our observations of stakeholders (Haas, 1994). This reflective account, narrated through a tabulated account of iterative engagements among various stakeholders, narrates the metacognitive process of GRB.FindingsAmidst intercultural communication tensions that could have alienated efforts, Bamboo’s resourcefulness prompted positive stakeholder interactions. Interculturally relatable Bamboo culture could become an effective mode of communication via a synthesis of craft and construction to cultivate culturally intelligent behaviours.Research limitations/implicationsBamboo was a technology of community that overcame cultural tensions by completing an architectural product.Originality/valueDespite different languages, work ethics and uneasiness, this activism project sensitised differentiating perspectives to transform traditional knowledge hierarchies to negotiate local know-how. Hence, it highlights activism as a methodology for figuring out the unknown layered in spatial and aspatial attributes of material cultures.

Learning with videos: Do task instructions and the availability of a pause button matter?

AbstractBackgroundWhen watching educational online videos, learners need to determine whether the videos' contents are suitable for learning. Whereas this may induce metacognitive monitoring processes, it may also distract learners from the learning materials.ObjectivesIn the current set of experiments, we investigated whether asking participants to rate the suitability of three educational videos to impart knowledge (both experiments) and enabling participants to pause the video (Experiment 2) affects learning.MethodsExperiment 1 was conducted in the laboratory with a sample of university students. Participants were randomly assigned to one of two experimental conditions (rating task vs. viewing task). Experiment 2 was conducted online. Participants were randomly assigned to one of four conditions resulting from the two factors task (rating task vs. viewing task) and pause button (available vs. not available).Results and ConclusionIn Experiment 1, we observed detrimental effects of the rating task on learning outcomes, but more accurate judgements of learning. In Experiment 2, we did not find any effects of the rating task on learning outcomes and the accuracy of the participants' judgements of learning. However, the inclusion of a pause button did result in more accurate judgements of learning. Further, exploratory analyses revealed that older participants reported higher levels of intrinsic and germane cognitive load than the younger participants. This increased effort only translated into better learning outcomes in the condition in that participants could pause the video. Thus, age is introduced as a potential boundary condition that should be investigated in instructional design research.