First- and second-order metacognitive judgments of semantic memory reports: The influence of personality traits and cognitive styles

Buratti, Sandra; Allwood, Carl Martin; Kleitman, Sabina

doi:10.1007/s11409-013-9096-5

Cited by 41 publications

(60 citation statements)

References 41 publications

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“…More detailed statistics such as the range of each variable and the complete zero-order correlation matrix are included as supplementary material (Tables S1 and S2). Descriptive statistics replicated those found previously using Australian undergraduate students (Buratti et al, 2013;Jackson et al, 2015;Kleitman & Stankov, 2007). With the exception of the low mean accuracy in the FF1 (29.56%), mean accuracy scores indicated that all tests were appropriately difficult for the sample (range = 52.97% to 63.87% correct).…”

Section: Descriptive Statisticssupporting

confidence: 74%

“…Participants answer open‐ended questions such as ‘What is the longest river in Asia?’ Accuracy on this test is a standard marker of Gc. A subset of 20 items was selected from items used in previous work with an Australian University sample (Buratti et al, ; Jackson et al, ), which themselves were selected from a larger list (Nelson & Narens, ). Participants indicated their confidence for each item and made the decision whether to submit answers.…”

Section: Methodsmentioning

confidence: 99%

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Individual Differences in Decision Making Depend on Cognitive Abilities, Monitoring and Control

Jackson

Kleitman

Stankov

et al. 2016

Behavioral Decision Making

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Decision making is the process by which actions are constructed and initiated. Across many research streams, this can be explained in terms of three broad cognitive processes: cognitive abilities that construct judgements and potential courses of action, and interacting monitoring and control processes that determine when to initiate them as behaviour. The aim of this research was to investigate the generality of individual differences in these processes, and their power to predict patterns of decision behaviour identified in our previous research. Undergraduate participants (N = 364) completed nine tests assessing cognitive abilities, monitoring confidence, control thresholds and various patterns of decision behaviour. The tests differed in their cognitive ability requirements and the nature of the payoffs associated with decisions. Cognitive abilities were a strong predictor of individuals' decision competence and optimality, while monitoring confidence and control thresholds were strong and unique predictors of their overall decisiveness, and reckless and hesitant errors. These results were strongest when the measures of cognitive abilities and monitoring confidence were derived from tests with the same cognitive requirements as the tests used to derive the decision behaviours and when the control threshold measure was derived from tests with the same decision payoffs as the test used to derive the decision behaviours. This effect was particularly pronounced for control thresholds, highlighting the domain‐specific nature of cognitive control processes. These findings demonstrate how cognitive abilities, monitoring output and control thresholds interact with cognitive requirements and context‐specific payoffs to drive individual differences in decision‐making behaviour. Copyright © 2016 John Wiley & Sons, Ltd.

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Section: Descriptive Statisticssupporting

confidence: 74%

Section: Methodsmentioning

confidence: 99%

Individual Differences in Decision Making Depend on Cognitive Abilities, Monitoring and Control

Jackson

Kleitman

Stankov

et al. 2016

Behavioral Decision Making

Self Cite

View full text Add to dashboard Cite

show abstract

“…Differences in personality are also associated with monitoring accuracy. Participants who score highly on the characteristics of openness to new experiences and extraversion tend to have higher confidence in their JOLs than those who score lower on these characteristics (Buratti, Allwood, & Kleitman, 2013). Relationships between extraversion and overconfidence (Dahl, Allwood, Rennemark, & Hagberg, 2010;Pallier, Wilkinson, Danthir, Kleitman, Knezevic, Stankov, & Roberts, 2002;Schaefer, Williams, Goodie, & Campbell, 2004) and openness and overconfidence (Dahl et al, 2010;Schaefer, Williams, Goodie, & Campbell, 2004) have also been observed.…”

Section: Individual-level Influences Of Monitoring Accuracymentioning

confidence: 88%

How often are thoughts metacognitive? Findings from research on self-regulated learning, think-aloud protocols, and mind-wandering

Jordano

Touron

2018

Psychon Bull Rev

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Metacognitive monitoring refers to how people evaluate their cognitive performance. An extensive literature examines how accurately individuals engage in monitoring. The question of how often individuals engage in metacognitive monitoring has been largely neglected, although one might expect situational, group, and individual variability in monitoring frequency. We argue that this is a critical omission, given that the frequency of metacognitive monitoring might have important implications for monitoring accuracy and task performance. Within this review, we highlight findings from three literatures, that each provide insight into how often individuals engage in monitoring. To clarify the important links and potential overlaps between these separate bodies of research, we begin by summarizing the metacognitive monitoring literature, including age-related patterns in monitoring accuracy. We then connect these questions regarding spontaneous monitoring, including age-related patterns in spontaneous monitoring, to targeted reviews of the self-regulated learning, think-aloud protocol, and mind-wandering literatures. We discuss situational and dispositional factors believed to influence monitoring accuracy, and propose that the same factors could potentially influence the frequency of spontaneous monitoring. Additionally, we propose that age-related increases in spontaneous monitoring (as suggested by age-related increases in TRI) may contribute to older adults' intact monitoring abilities. It is our hope that this review will encourage increased attention and research on the topic of spontaneous monitoring.

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“…In addition, this type of motivation is associated with a lower preference for the value known as self-direction, namely independence in thought, action and choices, creativity and freedom [54]. It has also been shown that a higher level of Closed-mindedness is linked to a lower tendency for compromise and lower confidence in one's own intellect [55]. Thus, on the one hand people with a higher level of Closed-mindedness prefer conservative values.…”

Section: Discussionmentioning

confidence: 99%

The relationship between problematic internet use and the need for cognitive closure

Cudo¹,

Kopiś²,

Jarząbek-Cudo³

et al. 2019

ppn

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Purpose: The aim of this study was to identify relationships between problematic Internet use and cognitive motivation. Particular attention was given to the need for cognitive closure, a factor of great importance when it comes to motivations for decision-making and organizing incoming information, including that originating from the Internet. Methods: The sample consisted of 280 persons aged from 19 to 31. The Problematic Internet Use Test and the Need for Closure Scale were used in order to measure the five aspects of Need for Closure: affective discomfort occasioned by ambiguity, preference for order and structure in the environment, the predictability of future contexts, closed-mindedness and decisiveness. Results: The analysis showed that problematic Internet use is correlated with certain dimensions of the need for cognitive closure, namely closed-mindedness and decisiveness. It was also observed that these dimensions were associated with lower and higher levels of problematic Internet use. It was further shown that, together with the number of hours per week spent using the Internet, these dimensions were significant primary predictors of membership in the less problematic Internet-use group. Conclusions: The results are in agreement with the existing studies on the question of problematic Internet use. They also draw attention to possible new variables related to the need for cognitive closure and indicate the possible determinants of problematic Internet use in the studied group. Therefore, they may lead to a better understanding of the causes of problematic Internet use. The results obtained may lead to the more effective planning of preventive actions. StreszczenieCel: Celem pracy było poszukiwanie związków między problemowym używaniem Internetu a motywacją poznawczą. Szczególną uwagę zwrócono na potrzebę domknięcia poznawczego, czynnika o dużym znaczeniu w odniesieniu do motywacji do podejmowania decyzji i organizowania napływających informacji, w tym pochodzących z Internetu. Poglądy: Próba badawcza składała się z 280 osób w wieku od 19 do 31 lat. W badaniu wykorzystano Test Problematycznego Używania Internetu oraz Skalę Potrzeby Domknięcia Poznawczego, która została wykorzystana w celu pomiaru pięciu aspektów potrzeby domknięcia poznawczego, do jakich należą: nietolerancja wieloznaczności, preferencja porządku, preferencja przewidywalności, zamkniętość umysłowa i zdecydowanie. Wyniki: Na podstawie wyników można przypuszczać, że problemowe używanie Internetu jest skorelowane z pewnymi wymiarami potrzeby domknięcia poznawczego, a mianowicie zamkniętością umysłową i zdecydowaniem. Zaobserwowano też, że wymiary te są związane z niższym i wyższym poziomem problemowego używania Internetu. Wykazano również, że wraz z liczbą godzin tygodniowo spędzonych w Internecie są one istotnymi predykatorami, które umożliwiają przewidywanie przynależności do grupy użytkowników Internetu przejawiających niższy poziom problemowego używania Internetu.

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First- and second-order metacognitive judgments of semantic memory reports: The influence of personality traits and cognitive styles

Cited by 41 publications

References 41 publications

Individual Differences in Decision Making Depend on Cognitive Abilities, Monitoring and Control

Individual Differences in Decision Making Depend on Cognitive Abilities, Monitoring and Control

How often are thoughts metacognitive? Findings from research on self-regulated learning, think-aloud protocols, and mind-wandering

The relationship between problematic internet use and the need for cognitive closure

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