Cognitive Self-regulation and Metacognition in Comparative and Developmental Perspective
比较和发展视角下的认知自我调节和元认知
基本信息
- 批准号:2043667
- 负责人:
- 金额:$ 69.27万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2021
- 资助国家:美国
- 起止时间:2021-09-01 至 2025-08-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
When people monitor their own thoughts, memories, and how well they are learning, they are engaging in metacognition. It is considered a hallmark feature of the human mind, but metacognition is also susceptible to error. Adult humans and children often mistakenly assume they have learned material better than they really have, or they mistakenly trust that they can remember something that they will likely forget. Metacognition emerges fairly slowly in human development and is not fully evident until the age of six years (or even older). Young students who are learning new facts and skills and those in the workforce who are training in new techniques need to be able to engage in metacognitive control and monitoring. Decision makers in business and politics must know how to deal with “known unknowns” by recognizing potential errors in their thinking and adjusting behavior to reduce uncertainty. Understanding how younger and older children engage in metacognition similarly or differently can provide insights into normal developmental paths for this important skill. It is also deeply debated as to whether species other than humans can think about their own thinking. If they can do this, it would inform issues of animal welfare, ethics, and a reconsideration of whether metacognition critically relies on language or other uniquely human cognitive capacities. Understanding whether non-verbal species can perform metacognitive tasks will provide insights into the essential or perhaps non-essential role of language, culture, and formal education in metacognitive abilities. These efforts can inform new approaches to improve study habits in students and improve self-guided routines for those learning skills such as visual classification (for example, “is that a tumor in this x-ray, or not, or is it too hard to tell and I need to look for other information?”). These studies will also refine animal models of metacognition, introduce new tests of metacognitive control in children, and illustrate the strengths or weaknesses of metacognition in children and monkeys. The data will inform efforts to train metacognitive strategies in groups that show an impairment in this ability such as those struggling to learn new information because they cannot gauge their own uncertainty (e.g., students) and those who feel overconfident in situations where they truly do not know enough to stop studying or learning (e.g., trainees in new professions).This project presents computer tasks to preschool and early elementary school children, human adults, capuchin monkeys, and rhesus monkeys. Individuals perform primary goals such as remembering information or judging picture sizes or colors while also considering how well they are doing at those tasks. Some tasks assess how these groups use internal feelings such as fluency (for example, how easily a memory comes to mind) to monitor their cognition. Some tasks assess whether individuals can anticipate future memory problems and commit themselves to re-study material when they are at risk of forgetting. Other tasks assess whether individuals can use strategies to make difficult-to-remember information easier to remember or to selectively eliminate hard-to-remember material from a test so that they can perform better overall. These techniques are designed to track two important aspects of metacognition. One is the ability to monitor cognition for potential moments of uncertainty and difficulty. For example, this happens when someone knows they cannot answer a question because the right answer is not retrievable in memory, or they simply do not know the answer. An equally important but less well understood aspect involves the control strategies that are engaged when one must overcome uncertainty or difficulty. These include strategies to seek more information before choosing or deciding, to study material longer to learn it better, or even to recruit help from others when unsure. Ultimately, monitoring and control of cognition are essential to a well-educated and well-trained population. As part of this project to assess monitoring and control of cognition, the investigators will be training and mentoring a new generation of scientists to engage in research with children and nonhuman animals, and the results of this project will be shared with the public through traditional and social media outlets.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
当人们监控自己的想法、记忆以及学习情况时,他们就在进行元认知。它被认为是人类思维的标志特征,但元认知也容易出错。成年人和儿童经常错误地认为他们学到的东西比实际学到的要好,或者他们错误地相信他们可以记住一些他们可能会忘记的东西。元认知在人类发展中出现得相当缓慢,直到六岁(甚至更大)才完全显现。正在学习新事实和技能的年轻学生以及正在接受新技术培训的劳动力需要能够参与元认知控制和监控。商业和政治决策者必须知道如何通过识别思维中的潜在错误并调整行为以减少不确定性来应对“已知的未知”。了解年幼和年长的孩子如何以相似或不同的方式进行元认知,可以深入了解这项重要技能的正常发展路径。关于人类以外的物种是否能够思考自己的思维,也存在着深刻的争论。如果他们能做到这一点,它将为动物福利、伦理问题提供信息,并重新考虑元认知是否严重依赖于语言或其他独特的人类认知能力。了解非语言物种是否能够执行元认知任务将有助于深入了解语言、文化和正规教育在元认知能力中的重要或非重要作用。这些努力可以提供新的方法来改善学生的学习习惯,并改善视觉分类等学习技能的自我引导例程(例如,“这张 X 光片中的肿瘤是不是肿瘤,或者是否太难判断,我需要寻找其他信息?”)。这些研究还将完善元认知的动物模型,引入儿童元认知控制的新测试,并说明儿童和猴子元认知的优点或缺点。这些数据将为在这种能力受损的群体中训练元认知策略提供信息,例如那些因为无法衡量自己的不确定性而努力学习新信息的人(例如学生),以及那些在自己确实不知道足以停止学习或学习的情况下过于自信的人(例如新职业的受训者)。该项目向学龄前和早期小学生、成人、卷尾猴提供计算机任务 猴子和恒河猴。个人执行主要目标,例如记住信息或判断图片大小或颜色,同时还要考虑他们在这些任务上的表现。一些任务评估这些群体如何使用内部感受(例如流畅性)(例如,记忆浮现在脑海的容易程度)来监控他们的认知。一些任务评估个人是否能够预见未来的记忆问题,并在面临遗忘风险时致力于重新学习材料。其他任务评估个人是否可以使用策略使难以记住的信息更容易记住,或有选择地从测试中消除难以记住的材料,以便他们能够整体表现得更好。这些技术旨在跟踪元认知的两个重要方面。一是监控潜在不确定性和困难时刻的认知能力。例如,当某人知道他们无法回答问题,因为正确答案无法在内存中检索,或者他们根本不知道答案时,就会发生这种情况。一个同样重要但不太为人所知的方面涉及当人们必须克服不确定性或困难时所采用的控制策略。这些策略包括在选择或决定之前寻求更多信息、花更长的时间研究材料以更好地学习,甚至在不确定时寻求他人的帮助。最终,认知的监测和控制对于受过良好教育和训练有素的人群至关重要。作为这个评估认知监测和控制项目的一部分,研究人员将培训和指导新一代科学家从事儿童和非人类动物的研究,该项目的结果将通过传统和社交媒体渠道与公众分享。该奖项反映了 NSF 的法定使命,并通过使用基金会的智力价值和更广泛的影响审查标准进行评估,被认为值得支持。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Michael Beran其他文献
Animal Behavior and Cognition
动物行为和认知
- DOI:
- 发表时间:
2016 - 期刊:
- 影响因子:0
- 作者:
Lydia Hopper;Michael Beran;J. Bruck;Sarah;Christian Nawroth;Jennifer Vonk;Ikuma Adachi;Christian Agrillo;Matthias Allritz;Markus Bockle;Thomas Bugnyar;Gerald Carter;Fay Clark;Caroline DeLong;Eduardo Fernandez;H. Hill;Mark Krause;Suzanne MacDonald;Á. Miklósi;Robert Mitchell;Mathias Osvath;L. Ostojić;Joshus M. Plotnik;Darby Proctor;Shige Watanabe;Deirdre B. Yeater - 通讯作者:
Deirdre B. Yeater
Michael Beran的其他文献
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{{ truncateString('Michael Beran', 18)}}的其他基金
Towards a better understanding of explicit-declarative learning in humans and non-human primates
更好地理解人类和非人类灵长类动物的显式陈述性学习
- 批准号:
2116968 - 财政年份:2021
- 资助金额:
$ 69.27万 - 项目类别:
Continuing Grant
Confidence Judgments and Metacognition in Comparative and Developmental Perspective
比较和发展视角下的置信判断和元认知
- 批准号:
1552405 - 财政年份:2016
- 资助金额:
$ 69.27万 - 项目类别:
Standard Grant
Comparative Investigations of Future-Oriented Cognitive Processes
面向未来的认知过程的比较研究
- 批准号:
0924811 - 财政年份:2009
- 资助金额:
$ 69.27万 - 项目类别:
Continuing Grant
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