Preregistration

Role of feedback on metacognitive training

Author(s) / Creator(s)

de Gardelle, Vincent
Faivre, Nathan
Filevich, Elisa
Reyes, Gabriel
Rouy, Martin
Sackur, Jérôme
Vergnaud, Jean-Christophe

Abstract / Description

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.

Keyword(s)

Metacognition Training

Persistent Identifier

PsychArchives acquisition timestamp

2020-07-24 13:21:21 UTC

Publisher

PsychArchives

Citation

De 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.3138
  • Author(s) / Creator(s)
    de Gardelle, Vincent
  • Author(s) / Creator(s)
    Faivre, Nathan
  • Author(s) / Creator(s)
    Filevich, Elisa
  • Author(s) / Creator(s)
    Reyes, Gabriel
  • Author(s) / Creator(s)
    Rouy, Martin
  • Author(s) / Creator(s)
    Sackur, Jérôme
  • Author(s) / Creator(s)
    Vergnaud, Jean-Christophe
  • PsychArchives acquisition timestamp
    2020-07-24T13:21:21Z
  • Made available on
    2020-07-24T13:21:21Z
  • Date of first publication
    2020-07
  • Abstract / Description
    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.
    en
  • Publication status
    other
    en
  • Review status
    notReviewed
    en
  • Sponsorship
    Support 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
  • Citation
    De 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.3138
    en
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/2754
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.3138
  • Language of content
    eng
  • Publisher
    PsychArchives
    en
  • Keyword(s)
    Metacognition
    en
  • Keyword(s)
    Training
    en
  • Dewey Decimal Classification number(s)
    150
  • Title
    Role of feedback on metacognitive training
    en
  • DRO type
    preregistration
    en
  • Leibniz subject classification
    Psychologie
    de_DE
  • Visible tag(s)
    Role of feedback on metacognitive training
    en