An Ecological Approach to Metacognitive Regulation in the Adult

Valot, Claude

doi:10.1007/978-1-4615-1099-4_10

Cited by 6 publications

(7 citation statements)

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“…In another study on fighter pilots, Valot (2002) showed that the margins of adjustment that were accepted and used by pilots varied in direct correlation with the control of the repertoire of responses. He showed that the fighter pilots made numerous online micro-replannings to avoid situations in which they were likely to be confronted with uncertain know-how.…”

Section: Metacognitive Controlmentioning

confidence: 99%

Cognitive Control Dynamics for Reaching a Satisficing Performance in Complex Dynamic Situations

Hoc

Amalberti

2007

Journal of Cognitive Engineering and Decision Making

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The study of dynamic situations, in which the human operator can exert only partial control (such as in industrial process control, aircraft piloting, or air traffic control), has offered rare opportunities to examine the dynamics of cognitive control. Unlike most of the laboratory approaches to the study of cognition, this kind of study has stressed that several cognitive modes can act in parallel and that the distribution of control among the modes can evolve over time in relation to task requirements and human operator states. This article is a review of the arguments, developed in the literature on dynamic situations and by the authors themselves, in favor of a dynamic adjustment of cognitive control to situational features (integrating both the environment and the human) as a major component of adaptation. The main criterion used by the human operator to adjust cognitive control is situation mastery, as a guarantee that a satisficing performance will be reached with an acceptable quantity of resources. Two main dimensions are proposed to characterize cognitive control modes: the level of abstraction (symbolic/subsymbolic) and the origin (internal-anticipative, external-reactive) of the data used for control. Metacognition is considered as a means to distribute the cognitive control within these dimensions in order to ensure situation mastery. Theoretical, methodological, and practical implications of this perspective on cognitive control dynamics are drawn. From a theoretical viewpoint, the approach stresses the need to consider the cognitive system degrees of freedom to adapt to situations, and that therefore several solutions are possible in order to perform the same task. On the methodological side, the access to the diverse cognitive control modes, to their parallelism, and to the cognitive control dynamics requires new methodological approaches. The practical implications consist in developing support systems that keep the degrees of freedom open for adaptation and in trying to manage consistency.

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Section: Metacognitive Controlmentioning

confidence: 99%

Cognitive Control Dynamics for Reaching a Satisficing Performance in Complex Dynamic Situations

Hoc

Amalberti

2007

Journal of Cognitive Engineering and Decision Making

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“…It may allow researchers and teachers to shed light not only on the past cognitive events that led learners to develop their metacognitive knowledge, but also on how their cognitive processes are actually monitored and controlled (Valot 2002). This is especially important since metacognition operates on a combination of different levels.…”

Section: Introductionmentioning

confidence: 97%

“…Some levels are linked to short-term mechanisms and cannot be consciously inspected by individuals, who might be sometimes aware of them only briefly in the precise moment of their occurrence and only if instructed to pay attention to them. On the other hand, others levels (more commonly explored) are related to long-term processes, are linked to complex mental representations and are spontaneously tracked by individuals (Valot 2002).…”

Section: Introductionmentioning

confidence: 99%

Metacognition in self-regulated multimedia learning: integrating behavioural, psychophysiological and introspective measures

Antonietti

Colombo

Nuzzo

2014

Learning, Media and Technology

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This study aims at investigating students' strategies -as revealed by behavioural, psychophysiological and introspective measures -which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to a sample of 20 undergraduates in two conditions: written text + pictures vs. audio text + pictures. While students were engaged in the study of the presentations, their eye movements were registered and psychophysiological indices were monitored. Students' learning outcomes were assessed and a questionnaire was employed to record students' awareness of the mental processes involved in the task. Results showed that students were able to discriminate between the written-and audio-text conditions and self-regulate their behaviour accordingly. A model, assuming psychophysiological indices as predictors of different eye-movement patterns, highlighted significant differences between the written-and the audio-text conditions. A regression model, considering learning outcomes as a dependent variable, showed that the number of correct responses could be predicted according to the level of cognitive effort needed during the exploration of the multimedia presentations.

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“…Although metacognition is often studied using relatively simple tasks such as pairedassociate (e.g., Nelson, et al, 1994) and consonant trigram learning (e.g., Nelson & Leonesio, 1988), metacognitive processes can also contribute to human performance in more complex tasks such as aviating (Valot, 2002) and driving (Lesch & Hancock, 2004). The present study examined the accuracy and potential influence of metacognitive judgments in another real-world task, baggage x-ray screening.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Judgments in a Simulated Luggage Screening Task

McCarley

Gosney

2005

Proceedings of the Human Factors and Ergonomics Society Annual

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A pair of experiments examined the accuracy and potential role of predictive metacognitive judgments in a simulated baggage screening task. Procedure was modeled after the ease-of-learning task (Underwood, 1966). Subjects searched for knives hidden in x-ray images of passenger bags. Before performing the search task, subjects viewed each stimulus without the embedded target and rated the likelihood of finding the target if it was hidden in that image. Experiment 1 used a 2IFC search task. Experiment 2 used a speeded yes-no search procedure. Results suggest that predictive metacognitive judgments are only modestly accurate, but that the information on which such judgments are based is nonetheless used to regulate search behavior

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An Ecological Approach to Metacognitive Regulation in the Adult

Cited by 6 publications

References 0 publications

Cognitive Control Dynamics for Reaching a Satisficing Performance in Complex Dynamic Situations

Cognitive Control Dynamics for Reaching a Satisficing Performance in Complex Dynamic Situations

Metacognition in self-regulated multimedia learning: integrating behavioural, psychophysiological and introspective measures

Metacognitive Judgments in a Simulated Luggage Screening Task

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