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）：监控一个人的学习，认知和记忆状态的能力对每一个智力和教育活动都是至关重要的。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，帮助阐明人类儿童元认知的最早根源，支持语言延迟或自闭症儿童的元认知研究，并可能努力训练受教育挑战人群的元认知。因此，本项目探讨了认知监控和认知控制能力，即所谓的元认知。研究设计包括评估人类和非人类灵长类动物对精神状态的监测以及对认知过程的指导控制的任务。这些任务将允许人类和猴子拒绝完成困难的试验，评估他们的信心，自适应地分配学习时间，自我评估他们的记忆力，并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独立于学习历史和强化偶然性，同时灵活地推广到新的任务。本研究将运用认知神经科学中的加工分离方法来评价元认知判断是否具有执行性和注意性的心理特征。它将询问元认知是否可能在人类和动物的时间延长的问题解决，从而接近元认知的计时第一次。它将探索-通过使用信心赌注和性能-信心解离和一致性-伴随着人类和动物的元认知的意识水平。通过首次考察学习判断和记忆质量标准，拓宽了元认知的比较研究。通过考察元认知的认知控制维度，也将拓宽元认知的比较研究。认知控制--通过它，信息处理策略和信息收集活动可以灵活地适应任务表现--也是一个重要的教育功能。 公共卫生相关性：监测一个人的学习、记忆和认知状态对每一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进化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，帮助阐明人类儿童元认知的最早根源，支持语言延迟或自闭症儿童的元认知研究，并可能努力训练受教育挑战人群的元认知。