Role of feedback on metacognitive training

This study follows up on previous work by Carpenter and colleagues (Carpenter, J., Sherman, M. T., Kievit, R. A., Seth, A. K., Lau, H., & Fleming, S. M. (2019). Domain-general enhancements of metacognitive ability through adaptive training. Journal of Experimental Psychology. General, 148(1), 51–64), who argued that metacognitive performance can be improved through adaptive training. In the study by Carpenter et al, two key issues (namely, inconsistencies in the instructions provided to participants and problems in the reward regime) are sufficient to explain the apparent training effects reported. In this study we aim at replicating the experiment (which was originally conducted online with participants recruited via MTurk) addressing these two issues. This will clarify the role of feedback on metacognitive training, and provide evidence for either the existence or absence of training effects. The question of wether metacognitive ability can be trained (and if so, how) is one of the central questions in the field of metacognition, as it may inform interventions to improve learning processes in different fields such as education sports, and even psychiatric conditions.