Metacognition in Comparative Perspective

比较视角下的元认知

• 批准号: 7879025
• 负责人: Michael J Beran
• 金额: $ 23.47万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-04-01 至 2015-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7879025
• 关键词: Adult; Animal Model; Animals; Area; Attention; Awareness; Behavioral; Biological Assay; Child; Child Support; Cognition; Cognitive; Communication; Comparative Study; Comprehension; Conscious; Cues; Decision Making; Dimensions; Discrimination; Dissociation; Educational Activities; Employee Strikes; Evaluation; Failure; Fatigue; Feedback; Fostering; Future; Goals; Human; Individual; Judgment; Language Delays; Learning; Link; Literature; Measures; Memory; Methodology; Methods; Monitor; Monkeys; Perception; Performance; Phylogenetic Analysis; Plant Roots; Population; Problem Solving; Process; Property; Psychological reinforcement; Psychologist; Recording of previous events; Regulation; Reinforcement Schedule; Reporting; Research; Research Design; Research Personnel; Risk; Role; Short-Term Memory; Signal Transduction; Stimulus; Stress; Structure; Syncope; Task Performances; Techniques; Thinking; Time; Time Study; Training; Uncertainty; analog; animal model development; autistic children; base; cognitive control; cognitive neuroscience; comparative; conditioning; distraction; executive function; experience; improved; information gathering; information processing; mental state; nonhuman primate; novel; psychologic; public health relevance; research study; response; skills

DESCRIPTION (provided by applicant): The capacity to monitor one's state of learning, knowing, and remembering is critical to every intellectual and educational activity. Understanding the cognitive organization of this capacity in adult humans, and tracing its phylogenetic emergence, would support the development of animal models for metacognition, expand the range of metacognitive paradigms available to researchers, help illuminate the earliest roots of metacognition in human children, support the study of metacognition in language-delayed or autistic children, and possibly ground efforts to train metacognition in educationally challenged populations. Accordingly, this project explores the cognitive-monitoring and cognitive-control capacity that is called metacognition. The research design includes tasks that assess the monitoring of mental states by humans and nonhuman primates and their guiding control over their cognitive processes. These tasks will allow humans and monkeys to decline to complete difficult trials, to rate their confidence, to allocate study time adaptively, to self-evaluate their memory, and to judge the quality of their learning. Using these tasks, the proposed research will study the role of reinforcement/learning in metacognition, asking whether uncertainty and confidence can show independence from learning history and reinforcement contingencies while generalizing flexibly to novel tasks. The research will use methods of process dissociation from cognitive neuroscience to evaluate whether metacognitive judgments are executive and attentional in psychological character. It will ask whether metacognition is possible during temporally-extended problem solving by humans and animals, thus approaching metacognition chronometrically for the first time. It will explore-through the use of confidence wagers and performance-confidence dissociations and concordances- the level of awareness that accompanies metacognition in humans and animals. It will broaden the comparative study of metacognition by examining judgments-of-learning and memory-quality criteria for the first time. It will also broaden the comparative study of metacognition by examining the cognitive-control dimension of metacognition. Cognitive control-by which information-processing strategies and information- gathering activities are flexibly tailored to task performance-is also a critical educational function. PUBLIC HEALTH RELEVANCE: Monitoring one's state of learning, remembering, and knowing is critical to every intellectual and educational activity. Understanding the cognitive organization of this capacity in adult humans and tracing its evolutionary emergence would support the development of animal models for metacognition, expand the range of metacognitive paradigms available to researchers, help illuminate the earliest roots of metacognition in human children, support the study of metacognition in language delayed or autistic children, and possibly ground efforts to train metacognition in educationally challenged populations.

描述（由申请人提供）：监测一个人的学习，了解和记忆状态的能力对每种智力和教育活动至关重要。了解成年人中这种能力的认知组织，并追踪其系统发育的出现，将支持动物模型的发展，扩大了研究人员可用的元认知范式的范围，有助于阐明人类儿童元认知的最早元认知根源，支持在语言识别或自闭症儿童中的元认知研究，以挑战培训，并可能对训练进行了训练，并训练了训练。因此，该项目探讨了称为元认知的认知监测和认知控制能力。研究设计包括评估人类和非人类灵长类动物对心理状态的监测的任务及其对认知过程的指导控制。这些任务将使人类和猴子能够拒绝完成困难的试验，对他们的信心，自适应分配学习时间，自我评估的记忆以及判断他们的学习质量。 使用这些任务，拟议的研究将研究强化/学习在元认知中的作用，询问不确定性和信心是否可以表现出从学习历史和强化意外事件中的独立性，同时灵活地将其推广到新任务。该研究将使用从认知神经科学的过程解离方法来评估元认知判断是否是执行和心理学特征的注意力。它将询问在人类和动物解决时间上解决问题期间是否可能进行元认知，从而第一次接近元认知。它将探索通过信心下注和绩效信仰解离和一致性的使用 - 人类和动物中元认知伴随的意识水平。它将首次检查学习判断和记忆质量标准，扩大对元认知的比较研究。它还将通过检查元认知的认知控制维度来扩大元认知的比较研究。认知控制通过哪些信息处理策略和信息收集活动可以灵活地针对任务绩效量身定制 - 这也是关键的教育功能。 公共卫生相关性：监视学习，记忆和了解的状态对每种智力和教育活动至关重要。了解这种能力在成年人中的认知组织并追踪其进化的出现将支持动物模型的发展，扩大研究人员可用的元认知范式的范围，有助于阐明人类儿童中最早的元认知根源，支持在语言延迟的或自闭症儿童中对元认知的研究，以培训元认知，并培训了竞争认知的经验。