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 TrainingPersistent 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
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Author(s) / Creator(s)de Gardelle, Vincent
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Author(s) / Creator(s)Faivre, Nathan
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Author(s) / Creator(s)Filevich, Elisa
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Author(s) / Creator(s)Reyes, Gabriel
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Author(s) / Creator(s)Rouy, Martin
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Author(s) / Creator(s)Sackur, Jérôme
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Author(s) / Creator(s)Vergnaud, Jean-Christophe
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PsychArchives acquisition timestamp2020-07-24T13:21:21Z
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Made available on2020-07-24T13:21:21Z
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Date of first publication2020-07
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Abstract / DescriptionThis 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
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Publication statusotheren
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Review statusnotRevieweden
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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
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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
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/2754
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.3138
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Language of contenteng
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PublisherPsychArchivesen
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Keyword(s)Metacognitionen
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Keyword(s)Trainingen
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Dewey Decimal Classification number(s)150
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TitleRole of feedback on metacognitive trainingen
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DRO typepreregistrationen
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Leibniz subject classificationPsychologiede_DE
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Visible tag(s)Role of feedback on metacognitive trainingen