Evidence of a metacognitive illusion in stimulus-specific prospective judgments of distraction by background speech.

Two experiments served to examine how people arrive at stimulus-specific prospective judgments about the distracting effects of speech on cognitive performance. The direct-access account implies that people have direct metacognitive access to the cognitive effects of sounds that determine distraction. The processing-fluency account implies that people rely on the processing-fluency heuristic to predict the distracting effects of sounds on cognitive performance. To test these accounts against each other, we manipulated the processing fluency of speech by playing speech forward or backward and by playing speech in the participants' native or a foreign language. Forward speech and native speech disrupted serial recall to the same degree as backward speech and foreign speech, respectively. However, the more fluently experienced forward speech and native speech were incorrectly predicted to be less distracting than backward speech and foreign speech. This provides evidence of a metacognitive illusion in stimulus-specific prospective judgments of distraction by speech, supporting the processing-fluency account over the direct-access account. The difference between more and less fluently experienced speech was largely absent in the participants' global retrospective judgments of distraction, suggesting that people gain access to comparatively valid cues when experiencing the distracting effects of speech on their serial-recall performance firsthand.

Mice monitor their timing errors.

Animals often engage in representationally guided goal-directed behaviors. These behaviors are thus also subjected to representational uncertainty (e.g. timing uncertainty during waiting), which has been previously shown to adaptively guide behaviors normatively. These observations raise the question of whether non-human animals can track the direction and magnitude of their timing errors (i.e. temporal error monitoring). Only a few studies have investigated this question without addressing the key components of temporal error monitoring (e.g. due to differential reinforcement of metacognitive judgments and primary task representation). We conducted the critical test of temporal error monitoring in mice by developing a novel behavioral task that involved temporal production that exponentially favored temporal accuracy and minimized the contribution of sensorimotor noise. The response rate for an upcoming probabilistic reward following the timing performance was used as a proxy for confidence. We found that mice exhibited high reward expectancy after accurate and low reward expectancy after inaccurate timing performance. The reward expectancy decreased as a function of deviations from the target interval for the short and long reproductions; pointing to the symmetrical sensitivity of metacognition to shorter/longer than target responses. These findings suggest a complete temporal error monitoring ability for mice with human-like metacognitive features.

Transparency improves the accuracy of automation use, but automation confidence information does not.

Increased automation transparency can improve the accuracy of automation use but can lead to increased bias towards agreeing with advice. Information about the automation's confidence in its advice may also increase the predictability of automation errors. We examined the effects of providing automation transparency, automation confidence information, and their potential interacting effect on the accuracy of automation use and other outcomes. An uninhabited vehicle (UV) management task was completed where participants selected the optimal UV to complete missions. Low or high automation transparency was provided, and participants agreed/disagreed with automated advice on each mission. We manipulated between participants whether automated advice was accompanied by confidence information. This information indicated on each trial whether automation was "somewhat" or "highly" confident in its advice. Higher transparency improved the accuracy of automation use, led to faster decisions, lower perceived workload, and increased trust and perceived usability. Providing participant automation confidence information, as compared with not, did not have an overall impact on any outcome variable and did not interact with transparency. Despite no benefit, participants who were provided confidence information did use it. For trials where lower compared to higher confidence information was presented, hit rates decreased, correct rejection rates increased, decision times slowed, and perceived workload increased, all suggestive of decreased reliance on automated advice. Such trial-by-trial shifts in automation use bias and other outcomes were not moderated by transparency. These findings can potentially inform the design of automated decision-support systems that are more understandable by humans in order to optimise human-automation interaction.

Differential effects of negative valence and memory type on accuracy, confidence, and metacognitive efficiency.

Emotion enhances the subjective experience of recollection. Previous research examined associations between memory accuracy and metamemory confidence judgments, but these studies have not quantified the relationship between accuracy and metacognitive confidence judgments. In this study we utilize signal detection theory frameworks to investigate how memory accuracy (measured by discrimination sensitivity) and the alignment between metamemory confidence judgments and memory accuracy (ie. metacognitive efficiency) varies for neutral and negative valence, as well as item and associative detail memory types. Our results indicate that valence and memory type have different effects on accuracy, confidence, and metacognitive efficiency. Negative valence was associated with enhanced accuracy for both items and associated details, but its relationship with response bias varied across memory types, with conservative recognition responses observed for items and liberal responses for associative details. We also observed a double dissociation between metamemory confidence judgements across valence and memory type with negative valence associated with increased confidence for item memory, but decreased confidence for associated details. Examining the association between memory accuracy and metamemory confidence revealed that metacognitive efficiency was greater for negatively valenced items compared to neutral, but this effect did not generalize to details associated with negatively valenced items. These findings advance our understanding of how arousing, negatively valenced information modulates memory and metacognition.

What guides the judgment of learning: Memory or heuristics? An event-related potential study.

Memory monitoring ability is essential for the effectiveness of learning processes. Judgment of Learning (JOL), a metacognitive judgment, is commonly used to measure this ability. An ongoing debate questions whether JOL is an outcome of an inferential or recollective experience, as suggested by different hypotheses regarding the underlying cognitive mechanisms of this judgment. To address this question through a neuroscientific perspective, we aimed to investigate the temporal dynamic of JOL adopting event-related potential (ERP) methodology. Seventy-two young adults participated in an episodic memory task involving word-pairs as stimuli. Their JOLs were obtained through categorical choices in a delayed condition. Additionally, their memory performance was tested in the recognition phase. ERP components were compared for different JOL levels, as well as for the hit responses in the recognition test according to their JOL levels. The analyses showed that JOL processes are observable within an early time window after stimulus presentation, as evidenced by elicitation of the P100, N100, P200, N200, and P300 components across all JOL levels. However, only the amplitude of the N100 varied among these levels. A negative ERP component with 330-500 ms latency was also evident for all JOL levels in the central and parietal electrodes, which did not differ in amplitude. The analyses of the recognition phase ERPs showed that the hit responses did not exhibit a significant difference in the familiarity-related mid-frontal old/new effect (FN400) amplitude; however, those with high level of JOL elicited recollection-related parietal old-new effect with a smaller amplitude. These findings support both hypotheses suggesting that JOL is influenced by heuristics and the retrievability of information.

Activity ordering task: conceptualization and development of a novel context-based working memory task with a metacognitive facet.

PURPOSE: The aim of the present study was to conceptualize and develop a novel context-based working memory (WM) task which would possess the potential to assess the context-based WM in an Indian scenario and incorporate a task-linked metacognitive facet to understand an individual's self-perception of performance. METHODS: Employing the ADDIE instructional design model, comprising Analysis, Design, Development, Implementation and Evaluation phases, the present study focused on the initial four phases. In the Analysis-phase, the needs and objectives for creating a context-based WM task were identified. Design-phase included task conceptualization and content validation of the conceptualized context-based WM task. In the Develop-phase, the designed context-based WM task was developed in an animated video format. Five content experts and fifteen lay experts were involved in the content validation process. In the Implementation-phase, a pilot study was done on ten adults to assess the feasibility of the novel context-based WM task. RESULTS: The task obtained good content validation index and understandability scores on the Patient Education Materials Assessment Tool. Preliminary data trends from the implementation-phase revealed the task's potential to detect age-related WM differences. Significantly correlated with established WM tasks, the novel Activity Ordering Task (AOT) effectively measured WM-spans. Observed discrepancies between performance and prediction/postdiction spans during metacognitive facet administration highlighted the AOT's utility in evaluating metacognition. CONCLUSION: Addressing the limitations of context in traditional tasks, the AOT appears to be a promising tool that not only measures WM but also assesses metacognition, thereby enhancing its utility beyond an everyday WM assessment.

A within-person test of the metacognitive model: Daily dynamics between metacognitive beliefs, metacognitive strategies, and negative affect.

The metacognitive model of psychological disorders highlights that emotional distress is maintained by metacognitive strategies, which are related to underlying metacognitive beliefs. Considerable empirical evidence has supported the role of metacognitions in psychopathology, but few studies have examined the suggested links between metacognitive beliefs, metacognitive strategies, and symptoms within individuals. Within-person effects provide better empirical tests of theory-based hypotheses derived from clinical models as they relate to change at the individual level. Thus, the current study sought to test central predictions from the metacognitive model at the within-person level using Dynamic Structural Equation Modelling (DSEM). A sample of 222 participants gathered at convenience participated in a 26-day long assessment period where they reported daily measures of metacognitive beliefs, metacognitive strategies, and negative affect. Temporal precedence and bidirectional relations between the variables, and the possible day-to-day and within days mediation role of metacognitive strategies between metacognitive beliefs and negative affect, were tested. When controlling for previous days effects, metacognitions and negative affect (but not metacognitive strategies) predicted each other the next day, showing a reciprocal relationship. However, metacognitive strategies were significant mediators between metacognitions and negative affect within days and day-to-day. Implications and future directions based on these findings are discussed.

Group metacognitive therapy for children and adolescents with anxiety and depression: A preliminary trial and test of proposed mechanisms.

Preliminary research supports the feasibility of metacognitive therapy (MCT) in children with generalized anxiety, but the effectiveness of MCT in treating children with other anxiety and depressive disorders largely remains unknown. The purpose of this study was to investigate the effects associated with MCT in targeting symptoms of anxiety and depression in children and adolescents and to investigate mechanisms proposed by the metacognitive model. Ninety-seven participants aged 10-17 years (M = 12.9 ± 1.9, 82.5 % females) with anxiety and depressive disorders received eight sessions of group MCT. Participants were diagnostically assessed at pre- and post-treatment and completed symptom and process measures before, during, and after treatment, and again at three- and six-month follow-up. Multilevel models were conducted to investigate treatment-related and mediation effects. Results showed large reductions in total symptoms following treatment (d = 1.28). These reductions were associated with, and temporally preceded by changes in cognitive attentional syndrome (CAS), metacognitive beliefs, and self-reported attention control, but not objective attention control. Treatment gains were maintained at six-month follow-up (d = 1.18). Our results indicate that MCT may be a promising treatment for children and adolescents with anxiety and depression and provide preliminary evidence of changes in CAS, metacognition, and perceived attention control as potential drivers of treatment effects.

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.

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.

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.

Contributions of tactile information to the sense of agency and its metacognitive representations.

Despite the ubiquitous presence of tactile information in our daily activities, studies of how we experience agency of our actions have rarely relied on manipulated visuo-tactile feedback. Instead, what is often manipulated are the distal (and arbitrarily associated) consequences of our actions. The few studies that did investigate whether tactile information contributes to the experience of agency have been limited to the binary assessment of tactile feedback about the outcome of an action being present or absent. Here, we went beyond the coarse comparison of agency with versus without tactile feedback and introduced instead an experimental manipulation where we could control the amount of mismatch between predictions and observations. Participants (N = 40) reached with their right hand toward a ridged plate with a specific orientation and saw online feedback that could match or differ from their action in one of three ways: the physical plate's orientation, the action's timing, or the hand's position in space. Absolute subjective ratings revealed that an increased mismatch in tactile information led to a diminished sense of agency, similar to what has been reported for spatial and temporal mismatches. Further, estimations of metacognitive efficiency revealed similar Mratios in identifying visuo-tactile violation predictions as compared to visuo-temporal violations (but lower than visuospatial). These findings emphasize the importance of tactile information in shaping our experience of acting voluntarily and show how this important component can be experimentally probed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Negative global metacognitive biases are associated with depressive and posttraumatic stress disorder symptoms and improve with targeted or game-based cognitive training.

OBJECTIVE: Metacognition is disrupted in several clinical populations. One aspect of metacognition, global metacognitive bias (difference between objective and self-reported abilities), has shown to be particularly relevant to clinical functioning. However, previous studies of global metacognitive biases in populations with elevated depressive/posttraumatic stress disorder (PTSD) symptoms have not measured objective and self-reported abilities relative to normative samples, limiting the quantification of biases. Additionally, few studies have examined whether cognitive interventions can improve metacognitive biases or how this relates to depressive/PTSD symptom severity. METHOD: A total of 84 participants with mild traumatic brain injury (77% veterans) performed PTSD and depression assessments along with self-reported and objective measures of global cognition. Age-adjusted norm-based z scores were used for self-reported and objective cognition, and bias was calculated by subtracting objective minus self-report scores. Participants then received 13 weeks of targeted cognitive training or entertainment games training (both providing performance feedback). Participants were assessed at baseline, immediately posttraining, and 3 months posttraining. RESULTS: We found large negative metacognitive biases in those with clinically significant severity of depressive symptoms (z score difference = -1.77), PTSD symptoms (-1.47), and depressive + PTSD symptoms (-2.29). Metacognitive biases improved after both targeted and entertainment training and was associated with reductions in depressive/PTSD symptom severity (r = -.41/-.42, respectively), led by the entertainment training group (r = -.54/-.46, respectively). CONCLUSIONS: These findings show that clinically significant severity of depressive/PTSD symptoms is associated with substantial negative global metacognitive biases and preliminarily suggests that cognitive training may improve these biases and depressive/PTSD symptom severity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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.

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.

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.