Please use this identifier to cite or link to this item: http://dx.doi.org/10.23668/psycharchives.3138
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dc.rights.licenseCC-BY-SA 4.0-
dc.contributor.authorde Gardelle, Vincent-
dc.contributor.authorFaivre, Nathan-
dc.contributor.authorFilevich, Elisa-
dc.contributor.authorReyes, Gabriel-
dc.contributor.authorRouy, Martin-
dc.contributor.authorSackur, Jérôme-
dc.contributor.authorVergnaud, Jean-Christophe-
dc.date.accessioned2020-07-24T13:21:21Z-
dc.date.available2020-07-24T13:21:21Z-
dc.date.issued2020-07-
dc.identifier.citationDe Gardelle, V., Faivre, N., Filevich, E., Reyes, G., Rouy, M., Sackur, J., & Vergnaud, J.-C. (2020). Role of feedback on metacognitive training. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.3138en
dc.identifier.urihttps://hdl.handle.net/20.500.12034/2754-
dc.identifier.urihttp://dx.doi.org/10.23668/psycharchives.3138-
dc.description.abstractThis 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.en
dc.description.sponsorshipSupport for this research was privided by a Freigeist Fellowship to E.F. from the Volkswagen Foundation (Grant 91620) and by a Starting Grant from the European Research Council to N.F. (803122).en
dc.language.isoeng-
dc.publisherPsychArchivesen
dc.rightsopenAccessen
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/-
dc.subjectMetacognitionen
dc.subjectTrainingen
dc.subject.ddc150-
dc.titleRole of feedback on metacognitive trainingen
dc.typestudyProtocolen
dc.description.reviewnotRevieweden
dc.description.pubstatusotheren
wgl.wglsubjectPsychologiede_DE
zpid.tags.visibleRole of feedback on metacognitive trainingen
Appears in Collections:Study Protocols

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