Metacognition in Comparative Perspective

比较视角下的元认知

• 批准号: 8609584
• 负责人: Michael J Beran
• 金额: $ 20.41万
• 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 2016-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8609584
• 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.

描述（由申请人提供）：监控一个人的学习、认知和记忆状态的能力对于每项智力和教育活动都至关重要。了解成年人这种能力的认知组织，并追踪其系统发育的出现，将支持元认知动物模型的发展，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元认知的最早根源，支持对语言发育迟缓或自闭症儿童的元认知进行研究，并可能为在教育困难人群中训练元认知奠定基础。因此，该项目探索了称为元认知的认知监控和认知控制能力。研究设计包括评估人类和非人类灵长类动物心理状态监测及其对认知过程的指导控制的任务。这些任务将使人类和猴子能够拒绝完成困难的试验，评估他们的信心，适应性地分配学习时间，自我评估他们的记忆，并判断他们的学习质量。 利用这些任务，拟议的研究将研究强化/学习在元认知中的作用，询问不确定性和置信度是否可以表现出独立于学习历史和强化意外事件，同时灵活地推广到新任务。该研究将使用认知神经科学的过程分离方法来评估元认知判断在心理特征中是否具有执行性和注意力性。它将询问人类和动物在解决时间延长的问题时元认知是否可能，从而首次按时间顺序接近元认知。它将通过使用信心赌注和表现信心分离和一致性来探索人类和动物元认知所伴随的意识水平。它将通过首次检验学习判断和记忆质量标准来拓宽元认知的比较研究。它还将通过检查元认知的认知控制维度来拓宽元认知的比较研究。认知控制——根据任务表现灵活定制信息处理策略和信息收集活动——也是一项重要的教育功能。

项目成果

The highs and lows of theoretical interpretation in animal-metacognition research.

动物元认知研究中理论解释的高潮和低谷。

• DOI: 10.1098/rstb.2011.0366
• 发表时间: 2012
• 期刊: Philosophical transactions of the Royal Society of London. Series B, Biological sciences
• 作者: Smith,JDavid;Couchman,JustinJ;Beran,MichaelJ
• 通讯作者: Beran,MichaelJ

Inaugurating the Study of Animal Metacognition.

开启动物元认知研究。

• 发表时间: 2010
• 期刊: International journal of comparative psychology
• 作者: Smith,JDavid

Do actions speak louder than words? A comparative perspective on implicit versus explicit meta-cognition and theory of mind.

行动胜于雄辩吗？

• DOI: 10.1111/j.2044-835x.2011.02065.x
• 发表时间: 2012
• 期刊: The British journal of developmental psychology
• 作者: Couchman,JustinJ;Beran,MichaelJ;Coutinho,MarianaVC;Boomer,Joseph;Zakrzewski,Alexandria;Church,Barbara;Smith,JDavid
• 通讯作者: Smith,JDavid

The misbehaviour of a metacognitive monkey.

元认知猴子的不当行为。

• DOI: 10.1163/1568539x-00003251
• 发表时间: 2015
• 期刊: Behaviour
• 影响因子: 1.3
• 作者: Sayers,Ken;Evans,TheodoreA;Menzel,Emilie;Smith,JDavid;Beran,MichaelJ
• 通讯作者: Beran,MichaelJ

Cashing out: The decisional flexibility of uncertainty responses in rhesus macaques (Macaca mulatta) and humans (Homo sapiens).

• DOI: 10.1037/xan0000041
• 发表时间: 2014-10
• 期刊: Journal of experimental psychology. Animal learning and cognition
• 作者: Zakrzewski AC;Perdue BM;Beran MJ;Church BA;Smith JD
• 通讯作者: Smith JD