Metacognition: ideas and insights from neuro- and educational sciences.
Ontology highlight
ABSTRACT:
SUBMITTER: Fleur DS
PROVIDER: S-EPMC8187395 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:ngs2020_20_ideas-ideas- whole genome (nuclear and organellar) transcriptomic response to a moderate nitrogen starvation-In the IDEAS project, Arabidopsis thaliana Col0 plants were grown on soil from seed for 19 days on the Phenoscope (IJPB, Versailles). The plants were watered with nitrogen-sufficient or nitrogen-limiting solutions. 10 biological replicates were produced. For each sample, 3 rosettes were pooled to extract RNA. The libraries were generated with the Illumina Truseq stranded with ribozero plant leaf and sequenced on a NextSeq500 in single-end 75 bases.
2023-12-01 | GSE234377 | GEO
Project description:Metacognition is the capacity to evaluate and control one's own cognitive processes. Metacognition operates over a range of cognitive domains, such as perception and memory, but the neurocognitive architecture supporting this ability remains controversial. Is metacognition enabled by a common, domain-general resource that is recruited to evaluate performance on a variety of tasks? Or is metacognition reliant on domain-specific modules? This article reviews recent literature on the domain-generality of human metacognition, drawing on evidence from individual differences and neuroimaging. A meta-analysis of behavioral studies found that perceptual metacognitive ability was correlated across different sensory modalities, but found no correlation between metacognition of perception and memory. However, evidence for domain-generality from behavioral data may suffer from a lack of power to identify correlations across model parameters indexing metacognitive efficiency. Neuroimaging data provide a complementary perspective on the domain-generality of metacognition, revealing co-existence of neural signatures that are common and distinct across tasks. We suggest that such an architecture may be appropriate for "tagging" generic feelings of confidence with domain-specific information, in turn forming the basis for priors about self-ability and modulation of higher-order behavioral control.
| S-EPMC6217996 | biostudies-literature
Project description:BackgroundPediatric residency programs offer many conferences and activities to meet the educational needs of their residents. We developed and assessed the Pediatric Chief Resident Exchange Program where pediatric chief residents visited another institution for a day with the goal of sharing educational and curricular innovations between residency programs in an experiential manner.Approach/innovationPediatric chief residents participated in various activities during the exchange including educational conferences and discussions with residency program leadership at the host institutions. Surveys were administered to all participating chiefs to determine if any changes to educational conferences or curriculum were made or planned to be made at their home program based upon what they observed at the other institution and to have chiefs reflect on what they gained from the experience.ResultsTwenty-eight chief residents from 9 programs participated in the exchange program over 3 academic years (2015-2018). All respondents felt the exchange experience was worthwhile. The majority (67%) of programs planned to implement a change at their institution based on participation in the exchange with over half actually making a change by the end of the academic year. Participating chiefs gained a sense of camaraderie, appreciated that other programs experienced similar struggles, and developed further insight into the chief resident role.DiscussionThe Pediatric Chief Resident Exchange Program is a novel method of sharing educational practices between institutions that can lead to curricular changes at participating programs. It can also be an opportunity for chief resident professional development.
| S-EPMC8437398 | biostudies-literature
Project description:Posters are intended to spark scientific dialogue and are omnipresent at biological conferences. Guides and how-to articles help life scientists in preparing informative visualizations in poster format. However, posters shown at conferences are at present often overloaded with data and text and lack visual structure. Here, I surveyed life scientists themselves to understand how they are currently preparing posters and which parts they struggle with. Biologist spend on average two entire days preparing one poster, with half of the time devoted to visual design aspects. Most receive no design or software training and also receive little to no feedback when preparing their visualizations. In conclusion, training in visualization principles and tools for poster preparation would likely improve the quality of conference posters. This would also benefit other common visuals such as figures and slides, and improve the science communication of researchers overall.
| S-EPMC10646475 | biostudies-literature
Project description:ObjectiveThe authors reviewed educational interventions for improving literature searching skills in the health sciences.MethodsWe performed a scoping review of experimental and quasi-experimental studies published in English and German, irrespective of publication year. Targeted outcomes were objectively measurable literature searching skills (e.g., quality of search strategy, study retrieval, precision). The search methods consisted of searching databases (CINAHL, Embase, MEDLINE, PsycINFO, Web of Science), tracking citations, free web searching, and contacting experts. Two reviewers performed screening and data extraction. To evaluate the completeness of reporting, the Template for Intervention Description and Replication (TIDieR) was applied.ResultsWe included 6 controlled trials and 8 pre-post trials from the 8,484 references that we screened. Study participants were students in various health professions and physicians. The educational formats of the interventions varied. Outcomes clustered into 2 categories: (1) developing search strategies (e.g., identifying search concepts, selecting databases, applying Boolean operators) and (2) database searching skills (e.g., searching PubMed, MEDLINE, or CINAHL). In addition to baseline and post-intervention measurement, 5 studies reported follow-up. Almost all studies adequately described their intervention procedures and delivery but did not provide access to the educational material. The expertise of the intervention facilitators was described in only 3 studies.ConclusionsThe results showed a wide range of study populations, interventions, and outcomes. Studies often lacked information about educational material and facilitators' expertise. Further research should focus on intervention effectiveness using controlled study designs and long-term follow-up. To ensure transparency, replication, and comparability, studies should rigorously describe their intervention.
| S-EPMC7524628 | biostudies-literature
Project description:This study aimed to evaluate the educational environment of the health sciences programs of KLE University, Belgaum, Karnataka, India, to identify their strengths and weaknesses, and to suggest strategies to improve the educational environment to be on par with global standards. A cross-sectional study was conducted using the Dundee Ready Educational Environment Measure (DREEM) questionnaire, filled out by 914 of the 1,004 students (91.0%) who were majoring in medicine, dentistry, nursing, physiotherapy, and public health. The data were analysed according to the DREEM guidelines. Responses were received from 914 students, of whom 34.03% were men and 65.9% were women. The majority (67.1%) of students were 20-24 years of age. The mean overall DREEM score was 120.21±22.4 (maximum, 200) and approached the normal distribution (Lilliefors test, P<0.01). The DREEM scores of each group of students were as follows: dental, 125.0; medical, 122.4; public health, 121.0; physiotherapy, 117.0; and nursing, 116.3. Male students had more positive perceptions than female students (P<0.05), and postgraduate students had more positive perceptions than undergraduate students (P<0.05). The overall DREEM score (120.21) indicates that the educational environment was found to be more positive than negative.
| S-EPMC4536364 | biostudies-literature
Project description:IntroductionPrevious studies on metacognitive ability were explored using self-report questionnaires that are difficult to adequately measure and evaluate when the capacity for self-reference is undeveloped. This study aimed to validate the Congruency-based Metacognition Scale (CMS) to measure metacognition and the feeling of confidence abilities and to investigate the development of metacognition during adolescence.MethodsThe CMS was administered to 633 child-parent pairs in Japan (child, mean age = 16.0 years, 46.0% female; parent, mean age = 48.3 years, 94.9% mother). The CMS metacognition score was assessed based on congruency scores between the self-report of the child from a third-person perspective (3PP) and the parent's report from the first-person perspective (1PP). The CMS self-judgment accuracy score was assessed by the congruency scores between the children's self-report from the 1PP and 3PP. For both measures, the more distant the 3PP on the self-report was from the 1PP on the parent's report and child self-report means low ability. An exploratory factor analysis (EFA) was conducted to examine construct validity and then a confirmatory factor analysis (CFA) was used. Criterion validity was examined by calculating Pearson's correlation coefficients with scores on the Beck Cognitive Insight Scale (BCIS) and Autism Quotient (AQ). We used intraclass correlation and Cronbach's alpha to examine the test-retest and internal consistency reliability.ResultsBased on the results of the EFA and CFA, we adopted one factor structure with five items. The CMS metacognition and CMS self-judgment accuracy showed evidence criterion validity, exhibiting significant correlations with the BCIS self-reflectiveness (r = 0.16) and self-certainty scores (r = 0.17), respectively. Regarding to the AQ, only the CMS metacognition score had significant correlations with the social skills (r = 0.22) and total scale score (r = 0.20). The test-retest reliability showed adequate (intraclass correlation coefficient 0.70-0.81 and the Cronbach's alpha coefficient 0.63-0.59). Adolescents were found to have significantly lower metacognitive ability compared to young adults.ConclusionCMS could be a valid and reliable measure to examine metacognitive abilities for adolescents.
| S-EPMC7815698 | biostudies-literature
Project description:ObjectivesIt has been shown that assessment strongly affects students' performance. A deeper insight needs to be gained into the interplay of assessment and learning. The aim of the current study was to develop a model to explain the educational impact of assessments on students' learning, before, during and after the test.DesignThis study used semistructured interviews, focus group discussions and observation and collection of field notes. A qualitative methodology using the grounded theory data analysis approach was then used to generate an explanation of the process of how assessment impacts students' learning.SettingSchool of Medicine, Tehran University of Medical Sciences.ParticipantsParticipants were medical students and teachers with first-hand experience or expertise in assessment as well as their willingness to participate in the study. Fifteen people (eight medical students, seven faculty members) were interviewed. One focus group discussion (with five students) was held.ResultsThe extracted concepts from our study were classified into four main categories. These categories include elements of the assessment programme which affect learning, the mechanism through which they exert their effects, contextual factors and the impact they have on learning. These elements and their interplay occur within an environment with its antecedent characteristics.ConclusionsThis study suggested a model for understanding the elements of the assessment which, within the context, affect learning, the mechanisms through which they impart their effects and the final outcomes obtained.
| S-EPMC6677973 | biostudies-literature
Project description:This study explores the dynamics of work pressure and decision-making effectiveness among university department heads within the context of Middle Eastern higher education. It aims to address a significant gap in the literature by answering five key questions: (1) What level of work pressure do department heads face as perceived by faculty members? (2) Does work pressure vary based on gender or years of experience? (3) How effective are department heads in decision-making? (4) Are there differences in decision-making effectiveness related to gender, university affiliation, or experience? (5) Is there a correlation between work pressure and decision-making effectiveness? A quantitative correlational research design was employed, gathering data from a questionnaire distributed to 205 faculty members. Correlational descriptive analysis revealed that department heads are subjected to high levels of work pressure but maintain a high level of decision-making effectiveness. However, significant differences in decision-making effectiveness were noted, with female faculty members performing better regardless of university affiliation or experience. A pronounced correlation was found between the intensity of work pressure and decision-making efficacy. The study underscores that department heads are under considerable work pressure, which could affect their productivity and, crucially, their decision-making processes. Universities are encouraged to take proactive steps to mitigate these pressures and promote a supportive, low-stress environment. Future research could extend this work by employing qualitative methods, including interviews and observations.
| S-EPMC11293678 | biostudies-literature
Project description:The ability to reflect on one's own mental processes, termed metacognition, is a defining feature of human existence [1, 2]. Consequently, a fundamental question in comparative cognition is whether nonhuman animals have knowledge of their own cognitive states [3]. Recent evidence suggests that people and nonhuman primates [4-8] but not less "cognitively sophisticated" species [3, 9, 10] are capable of metacognition. Here, we demonstrate for the first time that rats are capable of metacognition--i.e., they know when they do not know the answer in a duration-discrimination test. Before taking the duration test, rats were given the opportunity to decline the test. On other trials, they were not given the option to decline the test. Accurate performance on the duration test yielded a large reward, whereas inaccurate performance resulted in no reward. Declining a test yielded a small but guaranteed reward. If rats possess knowledge regarding whether they know the answer to the test, they would be expected to decline most frequently on difficult tests and show lowest accuracy on difficult tests that cannot be declined [4]. Our data provide evidence for both predictions and suggest that a nonprimate has knowledge of its own cognitive state.
| S-EPMC1861845 | biostudies-literature