Allow Me to Explain: Benefits of Explaining Extend to Distal Academic Performance.

How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students' later performance on standardized tests of math and English? In Study 1 (N = 127 5th-6th graders), participants completed a causal learning activity during which their explanation quality was evaluated. Controlling for prior test scores, explanation quality directly predicted both math and English standardized test scores the following year. In Study 2 (N = 20,384 10th graders), participants reported aspects of teachers' explanations and their own. Controlling for prior test scores, students' own explanations predicted both math and English state standardized test scores, and teacher explanations were linked to test performance through students' own explanations. Taken together, these findings suggest that benefits of explaining may result in part from the development of a metacognitive explanatory skill that transfers across domains and over time. Implications for cognitive science, pedagogy, and education are discussed.

The Effect of Metacognitive Intervention on the Listening Performance and Metacognitive Awareness of High- and Low-Working Memory Capacity EFL Learners.

EFL listening comprehension has been a stark challenge for language learners, but little is known about the combined effect of individual differences, such as working memory capacity, and metacognitive intervention. Thus, the present experimental study investigates the effect of metacognitive intervention on the listening performance and metacognitive awareness of high- and low-WMC EFL learners. For this purpose, Oxford Placement Tests were distributed among 120 male Iranian EFL learners, of which 94 were identified as intermediate. Then, backward visual digit span tests were administered to measure their working memory capacity. Based on the median of all scores, 80 learners were selected and randomly assigned to two experimental groups and two control groups each with 20 participants. Next, their performance on the International English Language Testing System and the Metacognitive Awareness Listening Questionnaire was measured before and after the 8-session metacognitive intervention. Results showed that high-WMC experimental learners had a higher gain with a large effect size in terms of listening performance compared with all the other groups. In addition, the experimental group learners reported the significantly higher use of the metacognitive strategies with a moderate effect size. Interestingly, low-WMC learners' listening performance and metacognitive awareness also improved as a result of the intervention. Our findings bear pedagogical significance in that individual differences in WMC should be considered more in both EFL language classes and the future line of research involving the metacognitive intervention.

Metacognition of perceptual resolution across and around the visual field.

Do people have accurate metacognition of non-uniformities in perceptual resolution across (i.e., eccentricity) and around (i.e., polar angle) the visual field? Despite its theoretical and practical importance, this question has not yet been empirically tested. This study investigated metacognition of perceptual resolution by guessing patterns during a degradation (i.e., loss of high spatial frequencies) localization task. Participants localized the degraded face among the nine faces that simultaneously appeared throughout the visual field: fovea (fixation at the center of the screen), parafovea (left, right, above, and below fixation at 4° eccentricity), and periphery (left, right, above, and below fixation at 10° eccentricity). We presumed that if participants had accurate metacognition, in the absence of a degraded face, they would exhibit compensatory guessing patterns based on counterfactual reasoning ("The degraded face must have been presented at locations with lower perceptual resolution, because if it were presented at locations with higher perceptual resolution, I would have easily detected it."), meaning that we would expect more guess responses for locations with lower perceptual resolution. In two experiments, we observed guessing patterns that suggest that people can monitor non-uniformities in perceptual resolution across, but not around, the visual field during tasks, indicating partial in-the-moment metacognition. Additionally, we found that global explicit knowledge of perceptual resolution is not sufficient to guide in-the-moment metacognition during tasks, which suggests a dissociation between local and global metacognition.

A meta-analysis of the relationship between metacognition and academic achievement in mathematics: From preschool to university.

Many studies have explored the relationship between metacognition and academic achievement in mathematics, but the results vary. In this study, meta-analysis was used to explore this relationship between metacognition and academic achievement in mathematics and influencing factors. According to the literature search, a total of 147 studies (1986-2024) and 338 independent samples met the inclusion criteria (n = 698,096). The results revealed metacognition was significantly positively correlated with academic achievement in mathematics, r = 0.32, 95 % CI [0.30, 0.34], Z = 28.49. Moreover, the moderating effects of age, domain, and culture were significant (p < 0.01). In conclusion, Metacognition is closely associated with academic achievement in mathematics but also that age, domain, and culture have a considerable impact on their relationship. More specifically, the degree of correlation between metacognition and academic achievement in mathematics was on the rise from preschool to high school, while it was lower in college. Compared with general field metacognition, mathematical metacognition is more closely linked to mathematics academic achievement. Lastly, compared with British and American countries, Chinese metacognition was more closely related to academic achievement in mathematics.

Meta-learning goes hand-in-hand with metacognition.

Binz et al. propose a general framework for meta-learning and contrast it with built-by-hand Bayesian models. We comment on some architectural assumptions of the approach, its relation to the active inference framework, its potential applicability to living systems in general, and the advantages of the latter in addressing the explanation problem.

Integrative Neuro-social cognitive Strategy Programme for Instilling REcovery (INSPIRE): a community-based cognitive remediation trial-study procotol.

BACKGROUND: Adults with schizophrenia experience a range of neurocognitive problems that affect their daily functioning. Evidence for the efficacy of cognitive remediation in schizophrenia has been established, but its implementation in under-resourced community-based settings is less well-studied. In recent years, interventions have also focused on the strategy-learning approach in favor of drill-and-practice. Moreover, there is an increasing recognition to address social cognition and negative symptoms alongside neurocognition. This study attempts to carry out cognitive remediation in a community mental health setting. The Neuropsychological and Educational Approach to Remediation (NEAR) is used as the cognitive remediation intervention. Neurocognitive and social cognitive games will be introduced during the computer-assisted cognitive exercises sessions. In addition, the instructional technique will foster the use of metacognition and cognitive strategies. Moreover, metamotivation training will be the focus of some bridging sessions to enhance motivation to engage in goal-directed learning behaviors. The aims of the study are to 1) investigate the effects of cognitive remediation on neurocognition, social cognition and functional outcomes of participants with schizophrenia/schizoaffective disorders in community mental health settings; and 2) explore the mediators for change (eg: metamotivation, metacognition and negative symptoms) in cognitive performance and functional outcomes. METHODS: This randomized controlled trial will be conducted in three Singapore Anglican Community Services (SACS) centers, where standard psychiatric rehabilitation is delivered. Participants who are randomized to the experimental arm will receive cognitive remediation and psychiatric rehabilitation, while those randomized to the control arm will receive standard psychiatric rehabilitation only. Cognitive remediation is carried out three times a week for 12 weeks. It consists of computer-assisted cognitive exercises, as well as bridging groups to aid transfer of learning to daily living. Baseline, post-intervention and eight-week follow-up measurements will be collected. Group by time differences in cognitive performance, negative symptoms, metamotivation, metacognition, functioning and recovery will be analyzed across the three time points. Mediators for improvement in cognitive performance and functioning will also be explored. DISCUSSION: Findings of this research will add to the body of knowledge about the key therapeutic ingredients within a strategy-based cognitive remediation program and improve its implementation within under-resourced community settings. TRIAL REGISTRATION: This study has been registered with ClinicalTrials.gov (ID: NCT06286202). Date of registration: 29 February 2024. Date of last update: 21 May 2024.

The associations among type D personality and nomophobia, metacognitions about smartphone use, smartphone addiction in Chinese university freshmen: a two-wave study.

OBJECTIVE: This study aimed to examine longitudinal associations of Type D personality and smartphone addiction, while also exploring the mediating roles of nomophobia and metacognitions about smartphone use. METHODS: Type D Personality Scale-14 (T1), Nomophobia Questionnaire (T2), Metacognitions about Smartphone Use Questionnaire (T2) and Smartphone Addiction Scale Short Version (T2) were applied at two time points. 653 university freshmen (Mage= 18.56, SD = 0.65) from a university in China were surveyed. RESULTS: (1) Type D personality was significantly and positively correlated with nomophobia, negative metacognition, and smartphone addiction. In contrast, the correlation between Type D personality and positive metacognition did not reach the significant level. (2) Compared with individuals with non-Type D personality, those with Type D personality scored significantly higher on nomophobia, negative metacognition, and smartphone addiction. However, the difference was not significant for positive metacognition. (3) Nomophobia and metacognitions about smartphone use fully mediated the relationship between Type D personality and smartphone addiction. While the mediating effects of nomophobia and negative metacognition were significant, the mediating effect of positive metacognition was not significant. CONCLUSIONS: Type D personality can not only affect smartphone addiction directly but also indirectly through nomophobia and negative metacognition. Therefore, to prevent and intervene in smartphone addiction, we can start from both affect (nomophobia) and metacognition (negative metacognitions about smartphone use).

Design and evaluation of crowdsourcing platforms based on users' confidence judgments.

Crowdsourcing deals with solving problems by assigning them to a large number of non-experts called crowd using their spare time. In these systems, the final answer to the question is determined by summing up the votes obtained from the community. The popularity of these systems has increased by facilitating access for community members through mobile phones and the Internet. One of the issues raised in crowdsourcing is how to choose people and how to collect answers. Usually, users are separated based on their performance in a pre-test. Designing the pre-test for performance calculation is challenging; The pre-test questions should be selected to assess characteristics in individuals that are relevant to the main questions. One of the ways to increase the accuracy of crowdsourcing systems is by considering individuals' cognitive characteristics and decision-making models to form a crowd and improve the estimation of their answer accuracy to questions. People can estimate the correctness of their responses while making a decision. The accuracy of this estimate is determined by a quantity called metacognition ability. Metacoginition is referred to the case where the confidence level is considered along with the answer to increase the accuracy of the solution. In this paper, by both mathematical and experimental analysis, we would answer the following question: Is it possible to improve the performance of a crowdsourcing system by understanding individuals' metacognition and recording and utilizing users' confidence in their answers?

A chain mediation model reveals the association between metacognition and quality of life in hematologic tumor patients.

The study aims to explore the relationship among metacognition (MC), fear of disease of progression (FoP), psychological distress (PD), and quality of life (QoL), and verify whether FoP and PD have a chain mediating effect between MC and QoL. 231 hematologic tumor patients in a large tertiary hospital were investigated by using Meta-Cognitions Questionnaire-30, Fear of Progression Questionnaire-Short Form, Hospital Anxiety and Depression Scale, and Functional Assessment of Cancer Therapy scale. Data analyses were performed using IBM SPSS (version 25.0) and the PROCESS macro (version 4.1). The results showed that the direct impact of MC on QoL was not statistically significant. However, the indirect influence of MC on QoL manifest through the independent influences of PD and FoP, as well as the chain mediating effect of "PD → FoP." In addition, all four dimensions of QoL (physical, social and family, emotional, and functional) satisfy the chain mediation model, except for the social and family domain. These insights advance our comprehension of the intricate interplay between MC and QoL, underscoring the importance of improving MC to alleviate patients' PD, mitigate FoP, and ultimately improve the QoL of hematologic tumor patients.

Is life going too fast? Exploring the unique and joint contributions of mindfulness, temperament, task load, and metacognitions about time.

BACKGROUND: Previous research has shown that mindfulness is associated with slower passage of time in everyday life, and with lower self-reported time pressure. This study investigates some of the potential mechanisms behind these relationships. METHODS: 318 participants submitted their responses to an online survey which collected data regarding passage of time judgments, time pressure, trait mindfulness, temperament, task load, and metacognitions about time. Using commonality and dominance analyses, we explored how these variables contributed, either alone or jointly, to predicting how fast (or slow) time seems to pass for participants, or how pressed for time they felt. RESULTS: Mindfulness and temperament had some overlaps in their ability to predict passage of time judgments and time pressure for durations at the month and 2-month scales. The temperamental trait of extraversion/surgency, as well as the Non-judging and Non-reacting facets of mindfulness were among the best predictors of passage of time judgments and time pressure. Attention-related variables were mainly related to time perception via their involvement in joint effects with other variables. Results also suggested that metacognitions about time interacted with other variables in predicting passage of time judgments, but only at the month scale. Finally, among all the variables included in this study, task load had the highest degree of involvement in predictions of self-reported time pressure at the week and month scales, but it contributed relatively little to predicting passage of time judgments. CONCLUSIONS: Results suggest that mindfulness relates to passage of time through its involvement in inferential processes. The data also shows how different factors are related to PoTJ at different time scales. Finally, results suggest the existence of both similarities and differences in how passage of time and time pressure relate to the other included variables.

The political (a)symmetry of metacognitive insight into detecting misinformation.

Political misinformation poses a major threat to democracies worldwide, often inciting intense disputes between opposing political groups. Despite its central role for informed electorates and political decision making, little is known about how aware people are of whether they are right or wrong when distinguishing accurate political information from falsehood. Here, we investigate people's metacognitive insight into their own ability to detect political misinformation. We use data from a unique longitudinal study spanning 12 waves over 6 months that surveyed a representative U.S. sample (N = 1,191) on the most widely circulating political (mis)information online. Harnessing signal detection theory methods to model metacognition, we found that people from both the political left and the political right were aware of how well they distinguished accurate political information from falsehood across all news. However, this metacognitive insight was considerably lower for Republicans and conservatives-than for Democrats and liberals-when the information in question challenged their ideological commitments. That is, given their level of knowledge, Republicans' and conservatives' confidence was less likely to reflect the correctness of their truth judgments for true and false political statements that were at odds with their political views. These results reveal the intricate and systematic ways in which political preferences are linked to the accuracy with which people assess their own truth discernment. More broadly, by identifying a specific political asymmetry-for discordant relative to concordant news-our findings highlight the role of metacognition in perpetuating and exacerbating ideological divides. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Consistent metacognitive efficiency and variable response biases in peripheral vision.

Across the visual periphery, perceptual and metacognitive abilities differ depending on the locus of visual attention, the location of peripheral stimulus presentation, the task design, and many other factors. In this investigation, we aimed to illuminate the relationship between attention and eccentricity in the visual periphery by estimating perceptual sensitivity, metacognitive sensitivity, and response biases across the visual field. In a 2AFC detection task, participants were asked to determine whether a signal was present or absent at one of eight peripheral locations (±10°, 20°, 30°, and 40°), using either a valid or invalid attentional cue. As expected, results revealed that perceptual sensitivity declined with eccentricity and was modulated by attention, with higher sensitivity on validly cued trials. Furthermore, a significant main effect of eccentricity on response bias emerged, with variable (but relatively unbiased) c'a values from 10° to 30°, and conservative c'a values at 40°. Regarding metacognitive sensitivity, significant main effects of attention and eccentricity were found, with metacognitive sensitivity decreasing with eccentricity, and decreasing in the invalid cue condition. Interestingly, metacognitive efficiency, as measured by the ratio of meta-d'a/d'a, was not modulated by attention or eccentricity. Overall, these findings demonstrate (1) that in some circumstances, observers have surprisingly robust metacognitive insights into how performance changes across the visual field and (2) that the periphery may be subject to variable detection biases that are contingent on the exact location in peripheral space.

Role of Worry in Addiction: Implication of Metacognitive Beliefs and Type 2 Worry.

INTRODUCTION: According to the self-medication hypothesis, worriers use substances to cope with their symptoms; however, some published results have challenged this hypothesis. The aim of this study is to show if worry increases the risk of SUD when it is negatively appraised by negative metacognitive beliefs. METHOD: We recruited three samples: 68 patients with a severe AUD, 27 patients dependent on eating and 42 control participants. We used the Yale Food Addiction Scale-2, the Metacognitions Questionnaire-65, the UPPS-P Impulsive Behaviour Scale and the Anxiety Thoughts Inventory. RESULTS: We confirmed a direct effect of worries and metaworry on alcohol (AUD) and eating addiction (EA), but our multivariate analyses revealed that metacognitive beliefs and metaworry are the most robust predictors of alcohol and eating addiction. DISCUSSION: We reported substance-related differences in the relationship between worry and addiction. AUD is related to the metacognitive activity set in motion by worries while EA is associated with a maladaptive form of worry (meta-worry) where worries are negatively interpreted.

Improving the diagnostic value of lineup rejections.

Erroneous eyewitness identification evidence is likely the leading cause of wrongful convictions. To minimize this error, scientists recommend collecting confidence. Research shows that eyewitness confidence and accuracy are strongly related when an eyewitness identifies someone from an initial and properly administered lineup. However, confidence is far less informative of accuracy when an eyewitness identifies no one and rejects the lineup instead. In this study, I aimed to improve the confidence-accuracy relationship for lineup rejections in two ways. First, I aimed to find the lineup that yields the strongest confidence-accuracy relationship for lineup rejections by comparing the standard, simultaneous procedure used by police worldwide to the novel "reveal" procedure designed by scientists to boost accuracy. Second, I aimed to find the best method for collecting confidence. To achieve this secondary aim, I made use of machine-learning techniques to compare confidence expressed in words to numeric confidence ratings. First, I find a significantly stronger confidence-accuracy relationship for lineup rejections in the reveal than in the standard procedure regardless of the method used to collect confidence. Second, I find that confidence expressed in words captures unique diagnostic information about the likely accuracy of a lineup rejection separate from the diagnostic information captured by numeric confidence ratings. These results inform models of recognition memory and may improve the criminal-legal system by increasing the diagnostic value of a lineup rejection.

Metacognition bridges experiences and beliefs in sense of agency.

Cognitive scientists differentiate the "minimal self" - subjective experiences of agency and ownership in our sensorimotor interactions with the world - from declarative beliefs about the self that are sustained over time. However, it remains an open question how individual sensory experiences of agency are integrated into the belief ofbeing an agent.We administered a sensorimotor task to measure subjects' (n = 195) propensity to classify stimuli as self-caused and metacognitive monitoring of such judgements, and we compared these behavioral metrics to declarative beliefs about their agency. Subjects who were less sensitive to control cues also reported more negative agency beliefs, though positive beliefs were not clearly correlated with any sensorimotor measure. Importantly, this relationship between first-order sensitivity and declarative beliefs essentially disappears when controlling for metacognitive sensitivity. Results suggest agency beliefs are not related directly to the propensity to make positive agency judgements but are connected through introspective access.

Continuous tracking of effort and confidence while listening to speech-in-noise in young and older adults.

Reporting discomfort when noise affects listening experience suggests that listeners may be aware, at least to some extent, of adverse environmental conditions and their impact on listening experience. This involves monitoring internal states (effort and confidence). Here we quantified continuous self-report indices that track one's own internal states and investigated age-related differences in this ability. We instructed two groups of young and older adults to continuously report their confidence and effort while listening to stories in fluctuating noise. Using cross-correlation analyses between the time series of fluctuating noise and those of perceived effort or confidence, we showed that (1) participants modified their assessment of effort and confidence based on variations in the noise, with a 4 s lag; (2) there were no differences between the groups. These findings imply extending this method to other areas, expanding the definition of metacognition, and highlighting the value of this ability for older adults.

Sensorimotor confidence for tracking eye movements.

For successful interactions with the world, we often have to evaluate our own performance. Although eye movements are one of the most frequent actions we perform, we are typically unaware of them. Here, we investigated whether there is any evidence for metacognitive sensitivity for the accuracy of eye movements. Participants tracked a dot cloud as it followed an unpredictable sinusoidal trajectory and then reported if they thought their performance was better or worse than their average tracking performance. Our results show above-chance identification of better tracking behavior across all trials and also for repeated attempts of the same target trajectories. Sensitivity in discriminating performance between better and worse trials was stable across sessions, but judgements within a trial relied more on performance in the final seconds. This behavior matched previous reports when judging the quality of hand movements, although overall metacognitive sensitivity for eye movements was significantly lower.

Metacognitive knowledge about self-control.

Good self-control is highly valuable, but the processes that promote it are not fully understood. This review emphasizes that self-control is "inherently metacognitive" (p. 204, Duckworth et al., 2014) and describes the potential benefits of metacognitive knowledge for self-control. In line with research on metacognition in academic goal pursuit, we elaborate how three distinct types of metacognitive knowledge may aid self-control: strategy knowledge (for example, a repertoire of self-regulatory strategies), task knowledge (for example, understanding self-control demands), and person knowledge (for example, awareness of one's self-control strengths and weaknesses). Additionally, we identify research gaps and suggest that future studies should investigate the development and updating of metacognitive knowledge about self-control and how metacognitive knowledge can prevent individuals from justifying indulgence.

Advanced technologies and mathematical metacognition: The present and future orientation.

The intersection of mathematical cognition, metacognition, and advanced technologies presents a frontier with profound implications for human learning and artificial intelligence. This paper traces the historical roots of these concepts from the Pythagoreans and Aristotle to modern cognitive science and explores their relevance to contemporary technological applications. We examine how the Pythagoreans' view of mathematics as fundamental to understanding the universe and Aristotle's contributions to logic and categorization have shaped our current understanding of mathematical cognition and metacognition. The paper investigates the role of Boolean logic in computational processes and its relationship to human logical reasoning, as well as the significance of Bayesian inference and fuzzy logic in modelling uncertainty in human cognition and decision-making. We also explore the emerging field of Chemical Artificial Intelligence and its potential applications. We argue for unifying mathematical metacognition with advanced technologies, including artificial intelligence and robotics, while identifying the multifaceted benefits and challenges of such unification. The present paper examines essential research directions for integrating cognitive sciences and advanced technologies, discussing applications in education, healthcare, and business management. We provide suggestions for developing cognitive robots using specific cognitive tasks and explore the ethical implications of these advancements. Our analysis underscores the need for interdisciplinary collaboration to realize the full potential of this integration while mitigating potential risks.