An ERP Study on Metacognitive Monitoring Processes in Children (original) (raw)
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Neural Correlates of Judgments of Learning - An ERP Study on Metacognition
Brain research, 2016
Metacognitive assessment of performance has been revealed to be one of the most powerful predictors of human learning success and academic achievement. Yet, little is known about the functional nature of cognitive processes supporting judgments of learning (JOLs). The present study investigated the neural underpinnings of JOLs, using event-related brain potentials. Participants were presented with picture pairs and instructed to learn these pairs. After each pair, participants received a task cue, which instructed them to make a JOL (the likelihood of remembering the target when only presented with the cue) or to make a control judgment. Results revealed that JOLs were accompanied by a positive slow wave over medial frontal areas and a bilateral negative slow wave over occipital areas between 350ms and 700ms following the task cue. The results are discussed with respect to recent accounts on the neural correlates of judgments of learning.
Scientific Reports
It is unclear whether metacognitive judgments are made on the basis of domain-generality or domain-specificity. In the current study, we compared both behavioral and event-related potential (ERP) correlates of retrospective (retrospective confidence judgments: RCJs), and prospective (feeling of knowing: FOK) metacognitive judgments during episodic and semantic memory tasks in 82 participants. Behavioral results indicated that FOK judgments reflect a domain-specific process, while RCJ reflect a domain-general process. RCJ and FOK judgments produced similar ERP waveforms within the memory tasks, but with different temporal dynamics; thus supporting the hypothesis that retrospective and prospective metacognitive judgments are distinct processes. Our ERP results also suggest that metacognitive judgments are linked to distributed neural substrates, rather than purely frontal lobe functioning. Furthermore, the role of intra-subject and inter-subject differences in metacognitive judgments ...
ERP Correlates of Prospective Memory and Cue Focality in Children
Brain Sciences
Prospective memory (PM) is essential in the everyday activities of children because it involves remembering intentions for the future, such as doing their homework or bringing written parental permissions to school. Developmental studies have shown increases in PM performance throughout childhood, but the specific processes underlying this development are still under debate. In the present study, event-related potentials were used to examine whether the focality of the PM task is related to the PM increments by testing two groups of children (first and last cycle of primary school) and assessing differences in N300 (cue detection), frontal positivity (switching), parietal positivity (retrieval of the intention) and frontal slow waves (monitoring of the retrieved intention). The results showed significant differences in focality in the group of older children but no differences in any of the components for their younger counterparts. In addition, the differences between prospective a...
The training of metacognitive monitoring in children
Columbia Undergraduate Science …, 2007
The current research tested whether a monitoring ability could be improved above and beyond spontaneous development via explicit teaching. Participants (ages 5-6) were trained to monitor their memories by making confidence judgments through the process of placing bets. Following a picture memory task, participants made either high bets or low bets to indicate their confidence in their previous memory responses. Half of the participants were explicitly taught how to bet appropriately, whereas the other half was not. Two memory tasks tested the effects of training: A picture memory test and a transfer vocabulary procedure. Results showed that during training, participants learned to respond bet appropriately, demonstrating a general monitoring ability. More critically, during testing and transfer, participants in the explicitly taught condition were superior at selective betting to children who were not explicitly trained.
Metacognitive Development in Early Childhood: New Questions about Old Assumptions
Trends and Prospects in Metacognition Research, 2010
Age-related improvements in children's ability to monitor and regulate their mental operations are widely recognized to be a driving force in cognitive development, underlying age-related improvements in accuracy on a wide variety of tasks. Thus, a major focus of metacognitive research is the development of these skills during childhood. This work has primarily focused on achievements in middle childhood, largely because prevailing views hold that young children have extremely limited abilities in this domain. However, there is good evidence to suggest that young children may be more metacognitively skilled than previously assumed. This chapter reviews previous research, as well as recent findings from naturalistic and experimental studies to argue that critical milestones in metacognition are achieved in early childhood, providing the foundation for learning in a host of domains and subsequent metacognitive development.
Statistical-sequential learning (SL) is the ability to process patterns of environmental stimuli, such as spoken language, music, or one’s motor actions, that unfold in time. The underlying neurocognitive mechanisms of SL and the associated cognitive representations are still not well understood as reflected by the heterogeneity of the reviewed cognitive models. The purpose of this review is: (1) to provide a general overview of the primary models and theories of SL, (2) to describe the empirical research – with a focus on the event-related potential (ERP) literature – in support of these models while also highlighting the current limitations of this research, and (3) to present a set of new lines of ERP research to overcome these limitations. The review is articulated around three descriptive dimensions in relation to SL: the level of abstractness of the representations learned through SL, the effect of the level of attention and consciousness on SL, and the developmental trajectory of SL across the life-span. We conclude with a new tentative model that takes into account these three dimensions and also point to several promising new lines of SL research.
Cognitive Neuropsychology, 2019
We investigated the event-related potential (ERP) correlates of two metacognitive judgments, namely judgment of learning (JOL) and feeling of knowing (FOK) induced by a face-name recognition (FNR) task in 60 participants. The FNR produced N170 and P100 components at posterior, and an N100 component at anterior electrodes. Posterior P200, anterior N200 components were recorded during JOL and FOK judgments. Our data showed that ERP correlates of JOL and FOK emerge as rapidly as 200 ms following stimulus presentation, and these two metacognitive judgments are based on both perceptual fluency and conflict processes. However, these ERP components affected by the degree of JOL and FOK judgments. Thus, we concluded that even though JOL and FOK judgments produced similar ERP wave forms temporal dynamics of these two judgments are different. Also, our results support the hypothesis that metacognitive judgments are linked to distributed neural substrates rather than strictly to frontal lobe function.