Background Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition. Aim This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions ...

Metacognition refers to thinking about thinking, reflecting self-awareness about one’s cognitive abilities. Metacognition has long been considered a core element of academic success because higher metacognitive ability allows individuals to be efficient learners. In reality, however, developments in our understanding of metacognition have not been adequate to support changes in educational prac...

Two studies were conducted to investigate measures of children’s metacognition. Experiment 1 presented two versions of a self-report inventory, the Jr. MAI, appropriate for assessing metacognition in children in grades 3–9. Factor analyses are interpreted that illustrate how the items measure components of metacognition. Experiment 2 further addressed properties of the two versions and compared...

Decision-making is usually accompanied by metacognition, through which a decision maker 14 monitors the decision uncertainty and consequently revises the decision, even prior to feedback. 15 However, the neural mechanisms of metacognition remain controversial: one theory proposes 16 that metacognition coincides the decision-making process; and another addresses that it entails 17 an independent...

Individuals in the early phases of psychotic illness have disturbed metacognitive capacity, which has been linked to a number of poor outcomes. Little is known, however, about the neural systems associated with metacognition in this population. The purpose of this study was to elucidate the neuroanatomical correlates of metacognition. We anticipated that higher levels of metacognition may be de...

This research paper investigation concerned with understanding the mechanisms and designing a rules of Metacontrol and Metacognition. This work investigated the concept of metacognition as a powerful catalyst for control, unify and self-reflection. Metacontrol is a part of the Metacognition task. Metacontrol rules decides which deliberative agents are to be learned and ready to perform in diffe...

Some studies, so far limited in number, suggest the existence of procedural metacognition in young children, that is, the practical capacity to monitor and control one's own cognitive activity in a given task. The link between procedural metacognition and false belief understanding is currently under theoretical discussion. If data with primates seem to indicate that procedural metacognition an...

The present study examines a simple model for the relationship between temperament, anxiety and maladaptive metacognition. A clinical sample of patients diagnosed with anxiety disorders (n = 216) completed a set of self-reported questionnaires measuring temperament dimensions, state anxiety and metacognitions. Three temperament traits were included in the hypothesized model: emotional reactivit...

The relationship between metacognition and executive control is explored. According to an analysis by Fernandez-Duque, Baird, and Posner (this issue), metacognitive regulation involves attention, conflict resolution, error correction, inhibitory control, and emotional regulation. These aspects of metacognition are presumed to be mediated by a neural circuit involving midfrontal brain regions. A...

We present a structuralist analysis of the current state of cognitive science research into the phenomenon of metacognition. We begin from the assumption that cognitive intelligence is an organ just like any other biological organ, with the defined function of allowing intelligent entities to maintain homeostasis with a changing but predictable environment. This understanding leads to the concl...