Are We Frightened Because We Run Away? Some Evidence from Metacognitive Feelings

Koriat, Asher

doi:10.1002/9780470756232.ch5

Cited by 12 publications

(15 citation statements)

References 67 publications

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“…A control–affects–monitoring model has been put forward recently (Koriat, 2006; Koriat et al , 2006). Consistent with this model, research with young adults (Koriat et al , 2006) indicated that JOLs made at the end of a study trial decrease as the amount of self‐paced ST increase.…”

Section: Discussionmentioning

confidence: 99%

Self‐paced study time as a cue for recall predictions across school age

Hoffmann-Biencourt

Lockl

Schneider

et al. 2010

British J of Dev Psycho

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Recent work on metacognition indicates that monitoring is sometimes based itself on the feedback from control operations. Evidence for this pattern has not only been shown in adults but also in elementary schoolchildren. To explore whether this finding can be generalized to a wide range of age groups, 160 participants from first to eighth grade participated in a study based on a self-paced study time (ST) allocation paradigm. In contrast to previous studies, picture pairs instead of word pairs were used as stimuli to compensate for reduced reading skills in younger participants. Actual ST and judgments of learning (JOLs) made at the end of each study trial were used as core variables. The results are in line with previous findings, in that children's JOLs decreased with increasing ST, suggesting that JOLs were based on the memorizing effort heuristic that easily learned items are more likely to be remembered. Weaker inverse relationship between JOLs and ST was found for the younger children. Overall, these results underline the importance of mnemonic cues in shaping metacognitive feelings not only in adults but also in older children and expose a developmental trend in their use along childhood.

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Section: Discussionmentioning

confidence: 99%

Self‐paced study time as a cue for recall predictions across school age

Hoffmann-Biencourt

Lockl

Schneider

et al. 2010

British J of Dev Psycho

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“…However, when the time pressure is high, an ecological and efficient scheduling strategy becomes crucial and priorities have to be set. Following Koriat (2005) and Vandierendonck (2016), it may be considered that the different schedules could be encoded in long-term memory as procedures to achieve a goal (the goal being successful recall). Initially, the use of such a procedure would require a lot of control, but with practice, the method would become more automatic.…”

Section: Refreshing Within the General Cognitive Systemmentioning

confidence: 99%

What is the time course of working memory attentional refreshing?

et al. 2017

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One way of maintaining information in working memory is through attentional refreshing, a process that was recently shown to be independent from verbal rehearsal. In the classical working memory complex span task, the usual assumption is that memoranda are refreshed in a cumulative fashion, starting from the first item, going in a forward order until the latest one, and cycling until there is no time to continue the process. However, there is no evidence that refreshing operates in that way. The present study proposes a computational modelling study, which constitutes a powerful method to investigate alternative hypotheses. Different refreshing schedules are investigated within computational implementation of the time-based resource sharing model. Their ability to fit three sets of behavioral data and to reproduce the major time-based resource sharing predictions were evaluated using standard model selection criteria. Besides an already published schedule in which the attentional focus is expanded, it appeared that one schedule, the least-activated-first, outperforms the classical cumulative one. The memory trace refreshed at a given time is the one that is the least activated in working memory at that time. These findings characterized the time course of attentional refreshing in working memory and specified the contribution of refreshing to primacy and recency effects. Moreover, in the light of various fields of cognitive psychology, we propose that such refreshing schedules can operate without a homunculus within a general framework including cognitive control and strategic considerations.

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“…Metacognitive (or noetic) feelings are phenomenological reflections of implicit monitoring and control processes (Koriat 2006(Koriat , 2007Proust 2013). Metacognitive monitoring ''refers to the subjective assessment of one's own cognitive processes and knowledge'', while metacognitive control ''refers to the processes that regulate cognitive processes and behavior'' (Koriat 2006, p. 85).…”

Section: The Affective Nature Of the Sense Of Realitymentioning

confidence: 99%

Felt Reality and the Opacity of Perception

Dokic

Martin

2015

Topoi

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We investigate the nature of the sense of presence that usually accompanies perceptual experience. We show that the notion of a sense of presence can be interpreted in two ways, corresponding to the sense that we are acquainted with an object, and the sense that the object is real. In this essay, we focus on the sense of reality. Drawing on several case studies such as derealization disorder, Parkinson's disease and virtual reality, we argue that the sense of reality is two-way independent from the spatial and sensory contents of experience. We suggest that the sense of reality is an affective experience akin to a metacognitive feeling. Finally, we present a potentially important implication of our account for the current debate between Intentionalism and Naïve Realism. Since perception is ''opaque'' with respect to the reality of what is perceived, Intentionalism cannot refer to the sense of reality as what differentiates perception from sensory-like experiences such as imaginings. In contrast, Naïve Realism has an independent explanation of the specificity of perception.

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Are We Frightened Because We Run Away? Some Evidence from Metacognitive Feelings

Cited by 12 publications

References 67 publications

Self‐paced study time as a cue for recall predictions across school age

Self‐paced study time as a cue for recall predictions across school age

What is the time course of working memory attentional refreshing?

Felt Reality and the Opacity of Perception

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