Metacognitive Training Research Articles

Improving executive functions at school. Integrating metacognitive exercise in class and computerized training at home to ensure training intensity and generalization. A feasibility pilot study

AbstractPrevious research has demonstrated the effectiveness of executive functions (EFs) training, both in computer‐based and school‐based formats. However, there is limited research on the combined effects of these training modalities. This study aims to assess the feasibility and preliminary efficacy of an EFs training programme for primary school children. The programme includes computerized training sessions for home use and school activities with metacognitive elements. The study included a sample of 53 second‐grade children, with 21 children in the training group and 32 children in the control group. Feasibility questionnaires were completed by children, parents and teachers. The children also underwent an EFs evaluation. The results indicate that the training was enjoyable for children and feasible for parents and teachers. Furthermore, preliminary efficacy analysis revealed significant improvements in working memory. These findings suggest that the training model holds promise for enhancing EFs in children in the school context. Practitioner notesWhat is already known about this topic Individual differences in executive functions influence acquisitions, behaviours and competencies in several specific domains from infancy to adulthood. Enhancing executive functions during school‐age years can contribute to reducing or preventing academic, behavioural and social difficulties. Among interventions targeting executive functions in school‐aged children, school‐based interventions have shown the highest effectiveness, followed by metacognitive interventions and computer‐based interventions. What this paper adds This paper presents the implementation of an innovative school‐based training programme designed to improve executive functions (EFs). The programme combines metacognitive sessions conducted at school with computer‐based sessions carried out at home. The goal was to enhance the effectiveness and generalizability of the training. The training programme was found to be enjoyable for children and feasible for both parents and teachers. Preliminary efficacy data indicate promising results, suggesting that the training programme is effective in achieving its intended goals. Implications for practice and/or policy Integrating school‐based metacognitive training with computerized sessions delivered at home can provide a high‐intensity training programme that may not be achievable in the school context alone. The school activities, conducted in group settings with teachers and peers, were found to be the most appreciated by the children, indicating that computer sessions alone cannot replace the value of metacognitive sessions at school, within a meaningful social context for the child. It is crucial to actively involve families in the training process to ensure good adherence. Additionally, the availability of technological resources in each family should be evaluated before implementing the training programme.

Achieving functional remission in schizophrenia: a pilot study

IntroductionMany patients with schizophrenia are unable to achieve adequate levels of psychosocial functioning and quality of life despite of the remission of illness symptoms. According to previous reports, only one-third of patients with symptomatic remission reach functional remission. While current pharmacotherapy options seem to be relatively effective for different symptoms of schizophrenia (e.g. positive symptoms), more specific psychosocial interventions that could enable functional remission are yet to be developed.ObjectivesOur objective is to investigate differences in psychopathology, quality of life, functioning, and achieving functional remission before and after specific group treatments developed in our clinic.Methods We will conduct a prospective study including a consecutive cohort of female patients older than 18 years of age, which fulfilled the criteria for schizophrenia and schizoaffective disorder according to the International Classification of Disorders, 10th revision. Exclusion criteria are intellectual disabilities, mental disorders due to known physiological or neurological conditions, lactation or pregnancy, treatment with medications that can provoke psychosis, alcoholism, and other addictions. Patients will be recruited after finished hospital treatment or during individual outpatient controls. The Recovery Helm will be used at the beginning of the treatment, to make individual treatment plan and include patients in specific programs including day hospital treatment and/or outpatient group programs: psychoeducation, relaxation, metacognitive training, and social skills training. Besides collecting sociodemographic data, pre- and post-treatment assessment will include the Positive and Negative Syndrome Scale (PANSS), the Global Assessment of Functioning (GAF), the Quality of Life Scale (QLS), and the “Functional Remission of General Schizophrenia” (FROGS) scale.ResultsWe will analyze the changes in psychopathology levels, quality of life, functioning, and achieving functional remission between the two assessment points, taking into account different treatment possibilities.ConclusionsEvaluation of current available programs can help with recognition of specific needs of patients with schizophrenia and provide guidelines for further development of treatment programs that could be helpful in achieving functional remission.Disclosure of InterestNone Declared

Effectiveness of family metacognitive training in mothers with psychosis and their adolescent children: a multicenter study protocol.

More than half of women with psychosis take care of their children despite the difficulties caused by the disease. Additionally, these kids have a higher risk of developing a mental health disorder. However, no interventions have been developed to meet these needs. Metacognitive Training (MCT) is a psychological intervention that has demonstrated its efficacy in improving cognitive insight, symptom management and social cognition in people with first-episode psychosis (FEP). Additionally, MCT has shown better results in women than men with FEP. This study aims to adapt and evaluate the efficacy of MCT-F in mothers and adolescent children in an online group context with the main purpose of improving family relationships, cognitive awareness and symptoms in women with psychosis and increase their children's knowledge of the disease and their functioning. As secondary objectives, it also aims to evaluate improvements in metacognition, social cognition, symptoms, protective factors and self-perception of stigma. A quasi-experimental design with participants acting as their own control will be carried out. Forty-eight mothers with psychosis and their adolescent children (between 12 and 20 years old) recruited from a total of 11 adult mental health care centers will receive MCT-F. Participants will be evaluated 11 weeks before the intervention (T1), at baseline (T2), and post-intervention (T3) with a cognitive insight scale, as a primary outcome. Measures of metacognitive and social cognition, symptoms, cognitive functioning, family and social functioning, protective factors (self-esteem, resilience, and coping strategies) and self-perceived stigma will be addressed as secondary outcomes. Assessment will also address trauma and attachment in mothers and, lastly, the feasibility and acceptability of MCT-F in both participant groups. This will be the first investigation of the efficacy, acceptability, and viability of the implementation of MCT-F. The results of this study may have clinical implications, contributing to improving mothers' with psychosis and adolescents' functioning and better understanding of the disease, in addition to the possible protective and preventive effect in adolescents, who are known to be at higher risk of developing severe mental disorders.Clinical trial registration:https://clinicaltrials.gov/, identifier [NCT05358457].

Improvement in simultaneous processing through metacognitive instruction

This study presents the improvement generated in simultaneous processing by the application of metacognitive instruction to 3rd grade primary education students. A pre-post-follow-up test design was used. The sample consisted of 30 students from one classroom. Two groups were formed; an intervention group comprising students in the classroom who presented difficulties in simultaneous processing, showing a cognitive weakness that compromises reading comprehension, and a comparison group comprising the rest of the students in the class. The instruments used were the Das-Naglieri Cognitive Assessment System (DN CAS), Assessment of Reading Comprehension (ACL) test and the Reading Awareness Scale (ESCOLA). The groups were equivalent in socioeconomic and cultural status and in successive processing. Reading and study variables were used as differentiators: simultaneous processing and reading awareness. A metacognitive training program based on the Planning Facilitation method was applied to the intervention group. The comparison group followed the usual curricular activities of the classroom and for the education level, according to the traditional teaching model. The program was implemented in 48 sessions over 12 weeks. After the intervention, the group with weakness improved significantly in simultaneous processing and reading awareness; the comparison group did not show any change in their initial scores. The metacognitive instruction that facilitates discussion between students and reflective verbalization about reading tasks promotes improvement in reading awareness and in the simultaneous processing necessary for reading comprehension.

Addressing Participation in Adults With Postconcussive Symptoms Using Cognitive Strategy Training: A Feasibility Trial.

Some people experience persistent symptoms after a concussion that greatly affect occupational performance. To evaluate the feasibility and preliminary effect of metacognitive strategy training in a sample of adults with postconcussive symptoms. Single-group, prospective design. University research laboratory. Adults with persistent concussive symptoms affecting function (N = 14). Ten 45-min sessions of a metacognitive strategy training intervention, Cognitive Orientation to daily Occupational Performance (CO-OP). Assessed feasibility outcomes included recruitment, retention, and adherence rates, and intervention acceptability was evaluated with the Client Satisfaction Questionnaire-8. The preliminary effect was measured on occupational performance (Canadian Occupational Performance Measure), concussive symptoms (Neurobehavioral Symptom Inventory), sleep (Pittsburgh Sleep Quality Inventory), vision (College of Optometrists in Vision Development-Quality of Life Outcomes Assessment), and cognition outcomes (Dysexecutive Questionnaire, Weekly Calendar Planning Activity, and National Institutes of Health Toolbox Cognition Battery). Acceptable recruitment (32%), retention (93%), and adherence rates (100%) were observed, along with a high level of acceptability to participants. Large intervention effects were present for occupational performance, general concussive symptoms, and cognitive functioning. Findings suggest that the CO-OP is feasible to administer for adults with postconcussive symptoms and perceived as suitable for the needs of this population. Feasibility findings, coupled with improvements in occupational performance outcomes, provide the foundation for a future larger scale trial. Plain-Language Summary: The Cognitive Orientation to daily Occupational Performance intervention is practical to use to address the functional impact of persistent concussive symptoms in adults. Further research is needed to evaluate the efficacy of the CO-OP intervention with this population.

Family Metacognitive Training (MCT-F): Adapting MCT to Mothers with Psychosis and Their Adolescent Children.

Over half of women with psychosis are mothers. Research suggests that mothers with psychosis face unique challenges affecting both their mental health prognosis and their relationship with their children. Moreover, those children have a higher risk of developing a mental disorder. Notwithstanding, interventions specifically tailored to these families remain largely uncovered. Metacognitive Training (MCT) has demonstrated its efficacy in improving cognitive insight, symptom management, and social cognition in people with psychosis. However, there is no evidence of the efficacy of MCT in a family setting (MCT-F). This study describes the first adaptation of MCT for mothers with psychosis and their adolescent children in an online group setting. The phases (assessment, decision, adaptation, production, topical experts' integration) of the ADAPT-ITT model were systematically applied through a participatory approach (n = 22), including a first-person perspective and involving qualitative (e.g., topical expert literature review and consensus groups, interviews, thematic analyses) and quantitative methods. While MCT's core components were retained, participants guided adaptations both in content and delivery. The findings suggest the importance of community engagement and sharing decision-making processes to demonstrate the acceptability and feasibility of the adapted intervention. Employing a structured approach such as the ADAPT-ITT model ensures readiness of the new training for efficacy trials.

Integrating translation crowdsourcing into metacognitive translator training: raising awareness of conditional knowledge and its monitoring functions

ABSTRACT This study explores the way translation crowdsourcing may contribute to metacognitive translator training through a teaching experiment where Global Voices Lingua was integrated into an undergraduate English-Chinese translation course. In doing so, the study investigates how translation students’ awareness of conditional knowledge and its monitoring functions may be raised. Each of the 15 students enrolled in the translation course was asked to translate a Global Voices’ English news post into Chinese and record the translation process. Then, the students were instructed to write self-reflections on their problem-solving and decision-making processes based on their recording files. The results reveal that the students solved approximately 73% of the 215 translation problems encountered by considering relevant situational demands explicitly or implicitly. Further, the monitoring functions recognised by the students include (1) avoiding literal translation, (2) improving readability, and (3) choosing an appropriate translation. Among the 200 cases where the monitoring functions were at play, only 11.5% were misapplied or unjustifiable. Overall, this study’s findings indicate that translation crowdsourcing can offer reliable authentic practices, strengthen students’ metacognitive abilities, and help them produce translations that fulfil contextual demands.

The Effectiveness of Teaching Metacognitive Strategies on Processing Speed and Organizational Planning in Elementary School Boys with Mathematical Disorder

Background and Objective: Mathematical disorder can lead to decreased processing speed and organizational planning in elementary school students. Therefore, the aim of this study was to determine the effectiveness of teaching metacognitive strategies on processing speed and organizational planning in elementary school boys with mathematical disorder. Methods and Materials: This research is applied in terms of its objective and is a quasi-experimental study with experimental and control groups, utilizing a pre-test, post-test, and a two-month follow-up design. The study population consisted of elementary school boys with mathematical disorder in Tehran. A total of 30 boys were selected using purposive sampling and randomly assigned to two equal groups. The experimental group received 8 sessions of 60 minutes each on metacognitive strategies, while the control group received no training during this period. The research instruments included the Processing Speed Test (Oswald & Roth, 1978) and the Tower of London Test (Shallice, 1982). The data were analyzed using repeated measures ANOVA and Bonferroni post hoc test in SPSS software. Findings: The findings showed a significant difference between the experimental and control groups in terms of processing speed and organizational planning in elementary school boys with mathematical disorder (P < 0.001). In other words, teaching metacognitive strategies increased processing speed and organizational planning in elementary school boys with mathematical disorder, and the results were maintained at the follow-up stage (P < 0.001). Conclusion: Based on the findings of this study, metacognitive strategy training can be used to improve processing speed and organizational planning in individuals with mathematical disorder.

The Effectiveness of Metacognitive Training on Emotional Intelligence and Ego Defense Styles

The Effectiveness of Metacognitive Training on Emotional Intelligence and Ego Defense Styles

Supplemental Material for Metacognitive Training Can Reduce Mindless Reading

Supplemental Material for Metacognitive Training Can Reduce Mindless Reading

THE IMPACTS AND CAUSES OF THE DUNNING-KRUGER EFFECT ON STUDENTS, TEACHERS, AND ADMINISTRATIONS IN ENGLISH LANGUAGE TEACHING ENVIRONMENTS

The Dunning-Kruger Effect (DKE) is a cognitive bias where individuals with limited ability or knowledge tend to overestimate their own competencies, while those who are more skilled often underestimate their capabilities. Identified in a seminal 1999 study by psychologists David Dunning and Justin Kruger, this phenomenon underscores essential concepts in metacognition – the awareness and understanding of one’s thought processes. The DKE manifests across various domains, particularly in educational contexts, leading to significant implications for students, teachers, and administrators within English Language Teaching (ELT). This paper explores the origins and key findings surrounding the DKE, illustrating its detrimental impact on selfassessment and feedback mechanisms. It addresses students’ overconfidence or self-doubt in language proficiency, the challenges teachers face in evaluating their instructional effectiveness, and the potential pitfalls administrators encounter in decision-making and policy implementation. Additionally, the paper discusses the interplay of related biases, such as optimism bias and cognitive dissonance, which further complicate accurate self-evaluation. To combat these challenges, it advocates for enhanced metacognitive training, constructive feedback strategies, and a growth mindset for all stakeholders involved. Ultimately, fostering self-awareness and a reflective practice in ELT settings can lead to improved learning outcomes and a more productive educational environment.

The Effectiveness of Metacognitive Therapy on Dysfunctionalities in Women with Premenstrual Dysphoric Disorder

Objective: The aim of this study was to evaluate the effectiveness of metacognitive therapy on dysfunctions in women suffering from premenstrual dysphoric disorder. Method: This quasi-experimental research used a pre-test, post-test, and follow-up design with a control group. The population consisted of female dentistry students at the Islamic Azad University diagnosed with premenstrual dysphoric disorder in 2022. A sample of 30 women was selected through convenience sampling. The experimental group received metacognitive training over 12 sessions lasting 60 minutes each week, while the control group was placed on a waiting list. Data were collected using the Weisman and Beck Dysfunctional Attitude Scale (1987) and analyzed using repeated measures ANOVA through SPSS software. Findings: Results indicated that metacognitive therapy was effective in reducing dysfunctions. The eta-squared statistic also suggested that approximately 24.3% of the reduction in dysfunctions was attributable to the effectiveness of metacognitive therapy. Conclusions: Metacognitive therapy can be deemed effective in treating dysfunctions in women with premenstrual dysphoric disorder and can be used to alleviate psychological problems in these patients.

Educational Implications and Application of Compassion Meditation as Liberal Arts Education

The purpose of this study was to explore the educational implications of compassion meditation as a liberal arts education course and to see how it can be designed as within the regular curriculum. Recent studies have shown that compassion meditation promotes positive emotions and pro-social behavior. Furthermore, it has been actively used in education beyond the field of psychotherapy. The educational implications of compassion meditation in higher education are threefold. First, compassion meditation can create an inner shift that allows for existential reflection on the self. Second, compassion meditation is a metacognitive training exercise that enhances the ability for one to see the big picture. Third, compassion meditation is an approach that enhances pro-social behavior by improving empathy and compassion. In addition, I presented pedagogical suggestions on how compassion meditation can be designed as a liberal arts education course in universities. The significance of this study is that it analyzed the educational implications of compassion meditation, which fosters positive emotions toward oneself and enhances empathy toward others. The study also explored how compassion meditation can be designed as a liberal arts education course in the context of a serious psychological crisis among young adults.

A Longitudinal Examination of Student Approaches to Learning and Metacognition

Student Approaches to Learning (SAL) mainly consists of two contradictory approaches (surface and deep learning) to learning that have been extensively studied in educational research. Metacognition, which refers to the process of thinking about one’s thinking, has been shown to play a crucial role in helping students shift from a surface to a deep approach to learning. The current study collected data using two questionnaires (RSPQ-2F& MAI) from 1329 students. Both metacognition and learning approaches showed medium correlations and an effect of the year of study. A crossed-lagged model shows no effect of deep learning on metacognitive knowledge or regulation, although this does increase significantly over time. Overall, the study’s findings suggest a complex yet clear relationship between student learning approaches and their final grade outcomes. Students will lean towards more surface learning as their (perceived) workload increases and assessments become more challenging. These findings suggest that teachers and policy makers should seek ways to increase deep learning methods, possibly using metacognitive skills training.

Mentoring and metacognition—Interferences and interdependencies

This paper conducts a comparative analysis of mentoring and metacognition in education, unveiling their intricate connections. Both concepts, though seemingly disparate, prove to be interdependent within the educational landscape. The analysis showcases the dynamic interplay between mentoring and metacognition, emphasizing their reciprocal influence. Metacognition, often perceived as self-awareness and introspection, is found to complement the relational and supportive nature of mentoring. Within this context, metacognitive education within mentoring emerges as a vital component. Practical recommendations are offered for effective metacognitive training, highlighting its role in enhancing cognitive and metacognitive skills. Moreover, the paper introduces the concept of a “mentoring scaffolding system.” This system emphasizes mentor-led gradual independence for mentees, facilitating their professional and personal growth. The necessity of fostering a metacognition culture in education is a central theme. Such a culture promotes improved performance and lifelong learning. The paper suggests integrating metacognition into curricula and empowering learners as essential steps toward achieving this culture. In conclusion, this paper advocates for the integration of metacognition into mentoring and education, fostering self-awareness, independence, and adaptability. These attributes are deemed crucial for individuals navigating the challenges of the information age.

The natural history of subjective complaints, awareness and metacognition in AD

AbstractBackgroundSubjective cognitive decline (SCD) is the self‐reported experience of decrease in cognitive function in absence of cognitive impairment. This condition is common in elderly subjects and is a frequent reason for referral to memory clinics. SCD is often considered as a stage antedating objective impairment, and an at‐risk condition for subsequent dementia. Recent large‐scale studies, however, support an increased risk only in subjects positive for Alzheimer’s disease (AD) biomarkers, confirming that SCD can be due to multiple mechanisms, including functional cognitive disorders.MethodThis work have reviewed the current research on the awareness of cognitive decline (ACD), with a focus on metacognitive abilities and on assessment tools. The findings from studies of ACD during the course of AD are also reviewed for their possible impact on clinical management.ResultWe propose that, in presence of normal cognitive performance, a subjective overestimation of objective cognitive performance may be a negative prognostic marker, while subjective overestimation of cognitive decline may be compatible with healthy aging or the presence of a functional cognitive disorder.ConclusionLongitudinal studies are needed to test the usefulness of metacognition measures to select SCD subjects for biomarker assessment and/or metacognitive training.

The double-strand bond between metacognition and schizophrenia: actual impact and future directions

Controlling, monitoring, and modulating cognitive processes is what is known as metacognition: it guides behavior through several types of mental activities that range in complexity from discrete activities, such as recognizing others' judgment, to more integrated ones, such as recognizing oneself and others' cognitive processes. There is an increasing body of research examining the impact of schizophrenia on metacognition, underlining their double-strand link, especially on a wide range of mental processes, including reasoning, autobiographical memory, cognitive beliefs, and clinical insight. Metacognition is intimately linked to the severity of symptoms as well as specific symptomatic sub-domains, such as positive symptoms, negative symptoms, or disorganization. Recently, cognitive-derived psychotherapies have been developed to treat metacognitive deficits in schizophrenia. While all these treatments share a metacognitive component, each one targets different aspects. In metacognitive therapy, false or unhelpful beliefs are treated; in metacognitive training, cognitive biases are the main focus; in cognitive-behavioral therapy for psychoses, the core is represented by schematic dysfunctional beliefs; in metacognitive reflection insight therapy, metacognitive knowledge and self-identity are addressed; and in metacognitive interpersonal therapy for psychosis, interpersonal ideas or events may trigger delusional thinking. Future directions should address the need for more refined knowledge of metacognition processes and the need for growing mental health professionals’ expertise in the field. Moreover, the evaluation of metacognition-based intervention effectiveness in real-world populations and in high-risk psychosis and their enforceability in mental health facilities should become a critical issue.

Efficacy of Individual Metacognitive Training in Patients with Schizophrenia: A Case Study

Background: Several cognitive biases may be involved in the pathogenesis and continuation of symptoms in schizophrenia. Metacognitive Training (MCT) is a treatment program that targets cognitive bias in schizophrenia. The current work aimed to evaluate the influence of MCT on schizophrenia using a single-subject design.
 Methods: Five patients with schizophrenia received metacognitive training. The treatments were done for at least four weeks, two sessions per week (number of sessions ranged from 8 to 18 sessions). The MCT consists of two sets of eight modules that target common cognitive biases and problem-solving difficulties in schizophrenia. Baseline assessment was performed using the Birchwood Insight Scale (BIS), the Positive and Negative Syndrome Scale (PANSS), the Psychotic Symptom Rating Scales (PSYRATS), the Global Assessment of Functioning (GAF), WHOQOL-BREF and the Peters et al, Delusions Inventory (PDI). The post intervention assessments included the afore-mentioned measures as well as treatment satisfaction. The follow-up assessments were conducted three and six months later. Data analysis was administered employing visual analysis diagrams, percentage of recovery and the Reliable Change Index (RCI).
 Results: MCT was associated with a reduction in positive and negative symptoms (up to 18.7, 100 and 100% on the PANSS, PSYRATS and PDI, respectively) in individuals with schizophrenia, and its effects diminish over time. Insight showed significant improvement, but it was mainly the insight into symptoms. In patients with low baseline score of Quality of Life (QOL), an improvement was reported. The GAF did not change significantly.
 Conclusion: MCT can be suggested as an adjunct therapy to decrease the symptoms of schizophrenia and improve the patients’ insight. Patients with more symptoms and lower levels of insight, performance and QOL seem to respond better to MCT. Randomized clinical trials are required.

Metacognitive training in the acute psychiatric care setting: feasibility, acceptability, and safety.

ID: DRKS00020551, https://drks.de/search/de/trial/DRKS00020551.

Needs Analysis of Metacognitive Strategies Training in English Language Instruction Using Digital Technology and to Improve the Autonomous-Learning Ability and English Language Achievement of Chinese EFL Undergraduate Students

Background and aims: Learner autonomy has become a focal point in language learning over the past 30 years. In China, fostering and improving college students’ autonomous learning ability has become a crucial aspect of higher education English teaching reform in the 21st century. Thus, this paper aims to analyze the needs of Chinese EFL undergraduate students to improve their autonomous learning ability and English language achievement. Materials and methods: A needs analysis questionnaire (N=183) was conducted to investigate students’ necessities, lacks, and wants in English language learning. Results: The findings showed that the students required being trained to use metacognitive strategies and apply digital technology in their English learning to improve their autonomous learning ability and English achievement. Conclusions: Besides using metacognitive strategies to improve their autonomous learning and English language achievement, students also expressed their preferences for digital tools as effective means to augment their learning outcomes and motivation.