Metacognition: Process, Function and Use PDF
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METACOGNITION Process, Function and Use METACOGNITION Process, Function and Use edited by Patrick Chambres Marie Izaute Pierre-Jean Marescaux Universite Blaise Pascal Clermont-Ferrand, France SPRINGER SCIENCE+BUSINESS MEDIA, LLC Library of Congress Cataloging-in-Publication Data Metacognition: process, function, and use / edited by Patrick Chambres, Marie Izaute, Pierre-Jean Marescaux. p.cm. Includes bibliographical references and indexes. ISBN 978-1-4613-5394-2 ISBN 978-1-4615-1099-4 (eBook) DOI 10.1007/978-1-4615-1099-4 I. Metacognition. I. Charnbres, Patrick, 1955-II. Izaute, Marie, 1965-III. Marescaux, Pierre-Jean, 1958- BF311 .M44892 2002 153-dc21 2002075420 Copyright © 2002 Springer Science+Business Media New York Originally published by Kluwer Academic Publishers in 2002 Softcover reprint of the hardcover 1st edition 2002 All rights reserved. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without the written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser ofthe work. Permission for books published in Europe: [email protected] Permission for books published in the United States of America: [email protected] Printed on acid-free paper. Contents ListofContributors vii Foreword NewTheoryand DataonMetacognitiveMonitoringand ControlinDifferentContextsand byDifferentIndividuals Thomas 0. Nelson ix Preface PatrickChambres, Pierre-JeanMarescauxandMarieIzaute xi Acknowledgments xvii Section I IS METACOGNITION ADIVERSE DOMAIN? Chapter1 MetacognitiveJudgmentsand theirAccuracy AsherKoriatandRachelShitzer-Reichert Chapter2 TheSystemicNatureofMetacognitveExperiences AnastasiaEfklides 19 Chapter3 MetacognitiveProcessesatEncoding Chris1.A. Moulin, Timothy1. PerfectandFionaFitch 35 Chapter4 ComparingProcessing-based,Stimulus-based,andSubject basedFactorsinMetacognition CharlesA. Weaver, IIIandWilliam L. Kelemen 49 Section II WHAT IS METACOGNITION IN RELATION TO COGNITION? Chapter1 Metacognition inStrategySelection MelanieCaryandLynneM Reder 63 Chapter2 FeelingofFamiliarity SachikoKinoshita 79 Chapter3 Familiarityand theRetrievalofMemoryTraces GuyLories 91 VI Section III WHEN AND HOW IS METACOGNITION EFFECTIVE? Chapter1 When isMetacognitionHelpful,Debilitating,orBenign? ScottG. Paris 105 Chapter2 TheRoleofMetatextualKnowledge inTextComprehension Jean-Fram;oisRouetandElsaEme 121 Chapter3 An EcologicalApproach toMetacognitiveRegulation in the Adult Claude Valot 135 Chapter4 MetacognitionTriggered byaSocialAspectofExpertise PatrickChambres, DelphineBonin, MarieIzauteandPierre-JeanMarescaux 153 Section IV WHAT CAN NONEXPERTS IN METACOGNITION OFFERTO METACOGNITIVE RESEARCH? Whatcan metacognition offerto them? Chapter1 TheMetacognitveImplicationsofthe Implicit-Explicit Distinction 171 ZoltanDienesandJosefPerner Chapter2 HowImplicitisImplicityAcquiredKnowledge Pierre-JeanMarescaux, MarieIzauteandPatrickChambres 191 Chapter3 CalibrationofConfidenceamongEyewitnessesand Earwitnesses Nils OlssonandPeterJuslin 203 Chapter4 UsingStateofAwarenessJudgementstoImprove EyewitnessConfidence-AccuracyJudgements Florence V SeemungalandSarah V Stevenage 219 VariedSituationsand Accuracy: ConcludingRemarks MarieIzaute, PatrickChambres, Pierre-JeanMarescauxand LaurencePaire-Ficout 233 References 239 AuthorIndex 269 SubjectIndex 279 Contributors Delphine BONIN, Laboratoire de Psychologie Sociale de laCognition (UMR CNRS 6024), Universite Blaise Pascal, 34, avenue Carnot, F-63037 Clermont-Ferrand cedex,France Melanie CARY,Department ofPsychology, Carnegie Mellon University, Pittsburg, PA15213,USA Patrick CHAMBRES, Laboratoire de Psychologie Sociale de la Cognition (UMR CNRS 6024), Universite Blaise Pascal, 34, avenue Carnot, F-63037 Clermont Ferrandcedex,France Zoltan DIENES, Department of Experimental Psychology, Sussex University, Brighton,Sussex,BNl 9QG,England Anastasia EFKLIDES, School ofPsychology, Aristotle University ofThessaloniki, G-54006Thessaloniki,Greece Elsa EME, Laboratoire Language et Cognition (UMR CNRS 6096) - MSHS, Universite de Poitiers, BP632, 99 avenue du Recteur Pineau, F-86022 Poitiers Cedex, France Fiona FITCH, Research Institute for the Care ofthe Elderly, St. Martin's Hospital, Bath,BA2 5RP,England. Marie lZAUTE, Laboratoire de Psychologie Sociale de la Cognition (UMR CNRS 6024), Universite Blaise Pascal, 34, avenue Carnot, F-63037 Clermont-Ferrand cedex,France Peter JUSLIN, Department of Psychology, Umea University, SE-90187, Uppsala, Sweden. William L. KELEMEN, Department ofPsychology, University ofMissouri at St. Louis, 316 Stadler Hall, 8001 Natural Bridge Road, SaintLouis, MO 063121 4499,USA Sachiko KINOSHITA, Department of Psychology and Macquarie Centre for Cognitive Science (MACCS), Macquarie University, Sydney, New South Wales, A-2I09Australia Asher KORIAT, Department of Psychology, University of Haifa, 1-31905 Haifa, Israel GuyLORIES, Unite de PsychologieCognitive,Universite Catholique deLouvain, 10 Placedu CardinalMercier,B-1348Louvain-La-Neuve,Belgique Pierre-Jean MARESCAUX, Laboratoire de Psychologie Sociale de la Cognition (UMR CNRS 6024), Universite Blaise Pascal, 34, avenue Carnot, F-63037 Clermont-Ferrandcedex,France viii Chris J. A. MOULIN, Department of Experimental Psychology, University of Bristol,8Woodland Road, BristolBS8 ITN,England Thomas O. NELSON, Department ofPsychology, University ofMaryland, College Park,MD20742,USA Nils OLSSON,Department ofPsychology, UppsalaUniversity, Box 1225, SE-75142 Uppsala, Sweden. Laurence PAffiE-FICOUT, Laboratoire de Psychologie Sociale de la Cognition (UMR CNRS 6024), Universite Blaise Pascal, 34, avenue Carnot, F-63037 Clermont-Ferrandcedex,France Scott G. PARIS, Department of Psychology, 2008 East Hall, 525 East UniversityAvenue,UniversityofMichigan,AnnArbor,MI48109,USA Timothy J. PERFECT, Department ofPsychology, University ofPlymouth, Drake Circus,Plymouth,PL48AA, England. Josef PERNER, Department of Psychology, University of Salzburg, 34 HellbrunerStrasse,A-5020Salzburg,Austria Lynne M. REDER, Department of Psychology, Carnegie Mellon University, Pittsburg,PA 15213,USA Jean-Fran~ois ROUET, Laboratoire Language et Cognition (UMR CNRS 6096) MSHS, Universite de Poitiers, BP 632, 99 avenue du Recteur Pineau, F-86022 PoitiersCedex,France Florence V. SEEMUNGAL, University ofOxford, CenterofCriminological Research andProbationStudies, 12BevingtonRoad,Oxford0X26LH,England Rachel SHITZER-REICHERT, Department ofPsychology, University ofHaifa, 1 31905Haifa, Israel Sarah V. STEVENAGE, Department of Psychology, University of Southampton, Southampton,SO17 1BJ,England Claude VALOT, Institut de Medecine Aerospatiale, Service de Sante des Armees (IMASSA-CERMA), Departement de Sciences Cognitives et Ergonomie, BP 73,F-91223BretignysurOrge,France Charles A. WEAVER III, Department of Psychology and Neuroscience, Baylor University,CampusBox97334,Waco,TX76798-7334,USA Foreword New Theory and Data on Metacognitive Monitoring and Control in Different Contexts and by Different Individuals ThomasO. Nelson UniversityofMary/and. USA This book, divided into several sections (each containing several chapters), is timely in reportingnew theoryand datathathelp refine whatisalready known about metacognition (defined as people's cognitions abouttheirowncognitions). New data are reported about metacognition during learning (especiallyjudgments oflearning that occur soon after studying new items) not only in traditionally examined people suchas college students butalso inchildren and in Alzheimerpatients. Dataarealso reported about metacognitive monitoring during the reading of text, not only in collegestudentsbutalso inchildren. Theabovesituationsfocus onthe acquisitionof new items from lists or from texts. However, the book also includes a chapter reportingdataaboutmetacognitionduringproblemsolving. Besides the chapters on monitoring information in anticipation of future performance (sometimes calledprospective monitoring), a chapter is included that offers dataabout the metacognitive monitoring ofthe retrieval ofinformation from memory, where the emphasis is on the accuracy of retrospective confidence judgments notonly inadults butalso inchildren. Thistopic isofwidespread interest both in traditional domains ofcognitive psychology and in applications to domains suchasforensics, whereeyewitnessreportsarecrucialtojudicialdecisions. Theabove topics pertainto aspectsofmetacognition involvingthe monitoringof one's own cognitions. Two chapters also report new data about metacognitive control, both interms ofstrategy selectionand in termsofthe metacognitive control ofcomplexsystems. Besides the many new sets ofdata, several chapters focus on refinements of theories aboutmetacognition. Particularemphasis seems to occur in several chapters on the role ofcontext effects on metacognitive activity. This includes contexts in which people deliberately initiate metacognitive activity, contexts in which metacognition has afunctional (i.e., instrumental) role inaffecting performance, and x a chapter on the unusual topic ofusing metacognitive knowledge to facilitate the flying ofcombataircraft. Acouplechapters focus onthe implicit/explicitdistinction to examine the interplay between metacognition and implicit/explicit memory and implicit/explicitknowledge. New methodological contributions are offered by at least two chapters. One chapter examines the important but elusive topic of individual differences in metacognitive accuracy. The other chapter re-examines the confidence-accuracy relation in forensics and proposes a new measure of the confidence-accuracy relationship. Thus the chapters contained herein offer both new theory and new data on the burgeoning field ofmetacognition. The contexts under investigation should help extend ideas about metacognition away from laboratory settings (although those are not disregarded) toward several useful domains of application. As such, metacognition is treated notonly as an interesting intellectual topic but also as one that will help increase our understanding of applied situations where people are monitoringandcontrollingtheirowncognitiveactivity. This wide scope ofthe book can be expected to generate widespread interest from readers in diverse domains and will also give traditional researchers of metacognition alargerperspectiveonthe range ofapplicabilityto which ideas about metacognition can usefully be extended. This demonstrates that in contrastto some psychological phenomena that seem predominantly to be curiosities of the laboratory, metacognition has ramifications for diverse everyday settings and is thereforebothoftheoreticalandappliedinterest. Preface PatrickChambres, Pierre-JeanMarescaux, andMarie Izaute UniversiteBlaisePascal, Clermont-Ferrand, France While strictboundaries between research problems can certainly be identified in science, the boundaries are often more apparent than real. Doing research in a theoretical perspective is necessarily achieved within a specific pragmatic context. Inversely, an effective and valid study with a pragmatic aim cannot be conducted withoutsome sortoftheoretical framework, no matter how minimal. It follows that these two research approaches will overlap at some point. In the first case, knowledge ofprocesses gained through theoretical researchsheds lighton behavior; in the second, the study of behavior can supply useful information for grasping psychological mechanisms. Added to this opportunity for mutual exchange between approaches, are studies which -although conducted outside the "official" field- use the knowledge acquired therein as a supplemental instrumentfor investigatingsome otherspecificarea. This book was designed to show how the conceptofmetacognition is used and studied from many different but complementary angles. Despite the common misconception that research dealing with the definitions and processes of metacognition is somehow separate from studies on its functions and roles, it is demonstrated throughout this book that many interesting connections can be made between the different perspectives. Going one step further, the book also strives to show that research in domains that are considered unrelated to metacognition but that use it as a sort of"tool", can afford interesting information for understanding metacognitive processes. The fifteen chapters in this book were brought together here for the purpose of highlighting these interconnections. The collaborating authors havetaken thetrouble to broadenthe scope oftheirchaptersto encompass a variety oftopics in metacognitive research (e.g., Paris, Section4 Chapter I; Dienes & Perner, Section4Chapter 1).This "openingup" is so greatincertain chaptersthat it is even difficultto unambiguously determine their main field ofresearch. A good illustration of this is the chapter on retrieval mechanisms by Lories (Section 2 Chapter3). Thetitleofhischaptermentions retrieval ofmemory traces(the focus is on memory), and the first subtitle deals with metacognition and control (focus on metacognition); then the second partofthe chapterdiscusses retrieval and feeling of
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