Effects of Social Cues on Explicit and Implicit Metacognitive Monitoring and Control

JIA Ning; RONG Lizhuo; DAI Jinghua

doi:10.12139/j.1672-0628.2022.05.003

Studies of Psychology and Behavior >

2022 , Vol. 20 >Issue 5: 593 - 599

DOI: https://doi.org/10.12139/j.1672-0628.2022.05.003

Effects of Social Cues on Explicit and Implicit Metacognitive Monitoring and Control

JIA Ning ,
RONG Lizhuo ,
DAI Jinghua

Expand

1. College of Education, Hebei Normal University, Shijiazhuang 050024;
2. School of Economics and Management, Hebei University of Technology, Tianjin 300401;
3. Hebei University of Chinese Medicine, Shijiazhuang 050200

Received date: 2021-06-29

Online published: 2022-09-20

Fold

Abstract

This study examined the impact of social cues on explicit and implicit metacognition by analyzing behavior performance and eye movement measurements. The results showed that, in the first judgment, participants significantly overestimated the explicit confidence judgment whereas the implicit confidence judgment was more accurate. In the second judgment, when cues were consistent, explicit confidence judgments were significantly higher than those that were implicit. In the stage of providing social cues and the second recognition stage, compared with the cue-consistent condition, the fixation time of the cued item was shorter under the cue-inconsistent condition, while the fixation time of the uncued item was longer. In conclusion, the accuracy of implicit monitoring is higher than explicit monitoring which is more influenced by social cues, while implicit and explicit metacognitive control are similarly influenced by social cues.

Key words： social cues; explicit metacognition; implicit metacognition; eye movement

Cite this article

JIA Ning , RONG Lizhuo , DAI Jinghua . Effects of Social Cues on Explicit and Implicit Metacognitive Monitoring and Control[J]. Studies of Psychology and Behavior, 2022 , 20(5) : 593 -599 . DOI: 10.12139/j.1672-0628.2022.05.003

References

贾宁, 容丽卓, 代景华. (2019). 掌握程度和社会性线索对元认知监控的影响. 心理发展与教育, 35(6), 641–647
姜英杰, 王志伟, 郑明玲, 金雪莲. (2016). 基于价值的议程对学习时间分配影响的眼动研究. 心理学报, 48(10), 1229–1238
李伟健, 蔡任娜, 陈海德, 汪磊, 王敏敏. (2013). 不同呈现方式下项目难度与分值对自定步调学习时间的影响. 心理科学, 36(6), 1363–1368
岳阳, 姜英杰, 马林, 王志伟, 于洋. (2018). 眼动追踪在价值导向元记忆研究中的应用. 心理科学, 41(4), 816–821
Alter, A. L., & Oppenheimer, D. M. (2009). Uniting the tribes of fluency to form a metacognitive nation. Personality and Social Psychology Review, 13(3), 219–235, doi: 10.1177/1088868309341564.
Attali, Y., Budescu, D., & Arieli-Attali, M. (2020). An item response approach to calibration of confidence judgments. Decision, 7(1), 1–19, doi: 10.1037/dec0000111.
Avhustiuk, M. M., Pasichnyk, I. D., & Kalamazh, R. V. (2018). The illusion of knowing in metacognitive monitoring: Effects of the type of information and of personal, cognitive, metacognitive, and individual psychological characteristics. Europe’s Journal of Psychology, 14(2), 317–341, doi: 10.5964/ejop.v14i2.1418.
Bach, D. R., & Dolan, R. J. (2012). Knowing how much you don’t know: A neural organization of uncertainty estimates. Nature Reviews Neuroscience, 13(8), 572–586, doi: 10.1038/nrn3289.
Bellon, E., Fias, W., & de Smedt, B. (2020). Metacognition across domains: Is the association between arithmetic and metacognitive monitoring domain-specific. PLoS One, 15(3), e0229932, doi: 10.1371/journal.pone.0229932.
Brennan, A. A., & Enns, J. T. (2015). When two heads are better than one: Interactive versus independent benefits of collaborative cognition. Psychonomic Bulletin & Review, 22(4), 1076–1082.
Fisher, R. J., & Katz, J. E. (2000). Social-desirability bias and the validity of self-reported values. Psychology & Marketing, 17(2), 105–120.
Hebart, M. N., Schriever, Y., Donner, T. H., & Haynes, J. D. (2016). The relationship between perceptual decision variables and confidence in the human brain. Cerebral Cortex, 26(1), 118–130, doi: 10.1093/cercor/bhu181.
Koriat, A. (1997). Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126(4), 349–370, doi: 10.1037/0096-3445.126.4.349.
Koriat, A. (2017). Can people identify “deceptive” or “misleading” items that tend to produce mostly wrong answers. Journal of Behavioral Decision Making, 30(5), 1066–1077, doi: 10.1002/bdm.2024.
Koriat, A., & Levy-Sadot, R. (2001). The combined contributions of the cue-familiarity and accessibility heuristics to feelings of knowing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(1), 34–53.
Kostons, D., van Gog, T., & Paas, F. (2009). How do I do? Investigating effects of expertise and performance-process records on self-assessment. Applied Cognitive Psychology, 23(9), 1256–1265, doi: 10.1002/acp.1528.
Król, M., Kilan-Banach, M., & Strzelecka, R. (2017). The role of stimulus predictability in the allocation of attentional resources: An eye-tracking study. Cognitive Processing, 18(3), 335–342, doi: 10.1007/s10339-017-0806-9.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. Psychology of Learning and Motivation, 26, 125–173.
Nicolle, A., Bach, D. R., Frith, C., & Dolan, R. J. (2011). Amygdala involvement in self-blame regret. Social Neuroscience, 6(2), 178–189, doi: 10.1080/17470919.2010.506128.
Pescetelli, N., Rees, G., & Bahrami, B. (2016). The perceptual and social components of metacognition. Journal of Experimental Psychology: General, 145(8), 949–965, doi: 10.1037/xge0000180.
Robey, A. M., Dougherty, M. R., & Buttaccio, D. R. (2017). Making retrospective confidence judgments improves learners’ ability to decide what not to study. Psychological Science, 28(11), 1683–1693, doi: 10.1177/0956797617718800.
Roderer, T., & Roebers, C. M. (2010). Explicit and implicit confidence judgments and developmental differences in metamemory: An eye-tracking approach. Metacognition and Learning, 5(3), 229–250, doi: 10.1007/s11409-010-9059-z.
Roderer, T., & Roebers, C. M. (2014). Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performance. Metacognition and Learning, 9(1), 1–23, doi: 10.1007/s11409-013-9109-4.
Sanchez, C., & Dunning, D. (2018). Overconfidence among beginners: Is a little learning a dangerous thing. Journal of Personality and Social Psychology, 114(1), 10–28, doi: 10.1037/pspa0000102.
Yaniv, I., & Milyavsky, M. (2007). Using advice from multiple sources to revise and improve judgments. Organizational Behavior and Human Decision Processes, 103(1), 104–120, doi: 10.1016/j.obhdp.2006.05.006.

Options

Outlines

模态框（Modal）标题

Abstract

Cite this article

References