University of Dundee Metacognition PDF

University of the Year for Student Experience (The Times/Sunday Times Good University Guide 2020) Metacognition Dr Chris Benwell 2024 dundee.ac.uk...

University of the Year for Student Experience (The Times/Sunday Times Good University Guide 2020) Metacognition Dr Chris Benwell 2024 dundee.ac.uk Page 1 Metacognition - Lecture Series 1. Introduction to metacognition 2. Measuring metacognition 3. Metacognition and psychopathology 4. Metacognition and belief structures 5. Neural correlates of metacognition 6. Evolution and metacognition in other species 7. Presentations/discussions 8. Metacognition and consciousness 9. Improving metacognition 10. The limits of self-knowledge dundee.ac.uk Page 2 Metacognition – Assessment Level 5 Coursework: 2 x 2500-word assignments, each worth 50% of the module grade. 1st assignment due: Friday 15th November Describe and critically evaluate two studies which suggest that relationships exist between metacognition and other psychological traits such as belief structures and/or dimensions of psychopathology. 2nd assignment due: Friday 29th November Does metacognition depend on mechanisms and information that are separable from those underlying cognitive performance itself (i.e., is metacognition a 2 nd- order process)? Consider evidence from behavioural, neuroimaging and/or lesion studies dundee.ac.uk Page 3 What to study? (1) Lecture notes (2) I will upload relevant papers for each lecture to the module page on MyDundee. (3) Any questions/concerns: [email protected] dundee.ac.uk Page 4 Metacognition as trait Many studies have investigated the degree to which metacognitive measures are stable over time (and over different tasks/domains). dundee.ac.uk Page 5 Metacognition as trait Many studies have investigated the degree to which metacognitive measures are stable over time (and over different tasks/domains). Ais et al., 2016, Cognition dundee.ac.uk Page 6 Metacognition as trait Many studies have investigated the degree to which metacognitive measures are stable over time (and over different tasks/domains). Metacognitive sensitivity Ais et al., 2016, Cognition dundee.ac.uk Page 7 Metacognition as trait Many studies have investigated the degree to which metacognitive measures are stable over time (and over different tasks/domains). Metacognitive sensitivity Metacognitive bias Ais et al., 2016, Cognition dundee.ac.uk Page 8 Metacognition as trait Many studies have investigated the degree to which metacognitive measures are stable over time (and over different tasks/domains). Metacognitive sensitivity Benwell et al., 2022, npj Mental Health Research dundee.ac.uk Page 9 Metacognition as trait Many studies have investigated the degree to which metacognitive measures are stable over time (and over different tasks/domains). Metacognitive sensitivity Metacognitive bias Benwell et al., 2022, npj Mental Health Research dundee.ac.uk Page 10 Metacognition as trait Kopcanova et al., (2023) measured metacognition in both perception and knowledge tasks across two separate days Kopcanova et al., in preparation dundee.ac.uk Page 11 Metacognition as trait Kopcanova et al., (2023) measured metacognition in both perception and knowledge tasks across two separate days → N = 25 participants completing 2 separate sessions. Kopcanova et al., in preparation dundee.ac.uk Page 12 Metacognition as trait Kopcanova et al., (2023) measured metacognition in both perception and knowledge tasks across two separate days → N = 25 participants completing 2 separate sessions. → ~800-900 trials per participant per task Kopcanova et al., in preparation dundee.ac.uk Page 13 Metacognition as trait Kopcanova et al., (2023) measured metacognition in both perception and knowledge tasks across two separate days → N = 25 participants completing 2 separate sessions. → ~800-900 trials per participant per task Kopcanova et al., in preparation dundee.ac.uk Page 14 Metacognition as trait Kopcanova et al., (2023) measured metacognition in both perception and knowledge tasks across two separate days Kopcanova et al., in preparation dundee.ac.uk Page 15 Metacognition as trait Several recent meta-analyses have investigated the degree of domain-generality of metacognitive efficiency Rouault et al., 2018, Personality Neuroscience dundee.ac.uk Page 16 Metacognition as trait Several recent meta-analyses have investigated the degree of domain-generality of metacognitive efficiency Srivastava & Morales, 2022, Society for Neuroscience Conference Rouault et al., 2018, Personality Neuroscience Poster dundee.ac.uk Page 17 Metacognition as trait How reliable are metacognitive measures? → Metacognitive bias (i.e., overall confidence level) is moderately to highly reliable over time and across cognitive domains. → Metacognitive sensitivity and efficiency show only a weak (at best) level of reliability across time and across cognitive domains. dundee.ac.uk Page 18 Is Metacognition malleable? Several lines of research suggest that metacognitive performance is at least partially malleable. → Meditation → Drugs → Training dundee.ac.uk Page 19 Meditation Baird et al., (2014) showed that a 2-week meditation-training program significantly enhanced metacognitive efficiency on a memory task dundee.ac.uk Page 20 Meditation Baird et al., (2014) showed that a 2-week meditation-training program significantly enhanced metacognitive efficiency on a memory task → The meditation class emphasized the physical posture and mental strategies of focused attention (“samatha”) meditation. dundee.ac.uk Page 21 Meditation Baird et al., (2014) showed that a 2-week meditation-training program significantly enhanced metacognitive efficiency on a memory task → The meditation class emphasized the physical posture and mental strategies of focused attention (“samatha”) meditation. → Metacognitive Efficiency gains were seen for memory performance but not for perceptual performance. dundee.ac.uk Page 22 Drugs Hauser et al., (2017) showed that noradrenergic blockade (with propranolol), but not dopaminergic blockade (amisulpride), significantly increased metacognitive sensitivity. dundee.ac.uk Page 23 Drugs Hauser et al., (2017) showed that noradrenergic blockade (with propranolol), but not dopaminergic blockade (amisulpride), significantly increased metacognitive sensitivity. → The effects were specific to metacognition and not 1 st-order perceptual performance. dundee.ac.uk Page 24 Drugs Hauser et al., (2017) showed that noradrenergic blockade (with propranolol), but not dopaminergic blockade (amisulpride), significantly increased metacognitive sensitivity. → The effects were specific to metacognition and not 1 st-order perceptual performance. dundee.ac.uk Page 25 Training Carpenter et al., (2019) investigated whether metacognitive feedback training could improve metacognitive sensitivity relative to a control group who only received feedback on their 1st-order performance. dundee.ac.uk Page 26 Training → 1st order performance did not change over time in either the active or control groups. dundee.ac.uk Page 27 Training → However, both metacognitive bias and efficiency increased from the first session to the last in the training group (no change in control group). dundee.ac.uk Page 28 Training → However, both metacognitive bias and efficiency increased from the first session to the last in the training group (no change in control group). → The training gains even transferred to the untrained memory task dundee.ac.uk Page 29 Training Carpenter et al., (2019) provide preliminary evidence that metacognitive bias and metacognitive efficiency can be increased through feedback training. However, Rouy et al. (2022) proposed two fundamental confounds in Carpenter et al.’s study. → Firstly, Carpenter et al., (2019) only incentivised metacognitive performance during the post but not the pre-training session, which may have resulted in an abrupt increase in confidence from the pre-training to the first training session. This appears to have inflated changes in metacognitive performance from the pre-training to any of the subsequent sessions. dundee.ac.uk Page 30 Training Carpenter et al., (2019) provide preliminary evidence that metacognitive bias and metacognitive efficiency can be increased through feedback training. However, Rouy et al. (2022) proposed two fundamental confounds in Carpenter et al.’s study. → Secondly, Carpenter et al. used a full-confidence scale ranging from high confidence that a decision was incorrect to high confidence that a decision was correct during the eight training sessions, but a half-confidence scale ranging from very low confidence to very high confidence that a decision was correct in the pre- and post-training sessions. In effect, this meant that participants reported higher confidence from the first training session onward, an effect which may have mediated the reported increases in metacognitive efficiency. dundee.ac.uk Page 31 Training Rouy et al., (2022) conducted a pre-registered replication in an independent sample while controlling for the identified limitations of the original study. dundee.ac.uk Page 32 Training Rouy et al., (2022) conducted a pre-registered replication in an independent sample while controlling for the identified limitations of the original study. Metacognitive efficiency dundee.ac.uk Page 33 Training Rouy et al., (2022) conducted a pre-registered replication in an independent sample while controlling for the identified limitations of the original study. Metacognitive efficiency Metacognitive bias dundee.ac.uk Page 34 Training Currently, there is little to no convincing evidence that metacognitive ability (i.e., sensitivity and/or efficiency) can be improved, independently of 1st-order performance, through training. dundee.ac.uk Page 35 Training Currently, there is little to no convincing evidence that metacognitive ability (i.e., sensitivity and/or efficiency) can be improved, independently of 1st-order performance, through training. → Further studies are being conducted, more data is expected soon dundee.ac.uk Page 36 Training Currently, there is little to no convincing evidence that metacognitive ability (i.e., sensitivity and/or efficiency) can be improved, independently of 1st-order performance, through training. → Further studies are being conducted, more data is expected soon dundee.ac.uk Page 37  Any questions? dundee.ac.uk Page 38 Metacognitive therapy Metacognitive therapy (MCT: Wells, 2009) has shown promise for the treatment of several psychiatric disorders, particularly anxiety and depression. dundee.ac.uk Page 39 Metacognitive therapy Metacognitive therapy (MCT: Wells, 2009) has shown promise for the treatment of several psychiatric disorders, particularly anxiety and depression. → Whereas established psychotherapies such as Cognitive Behavioural Therapy (CBT: Beck 1963; 1976) focus on the contents of cognitions as the central mechanisms of disorder, MCT is based on the assumption that attention and metacognitive beliefs/styles are more important. dundee.ac.uk Page 40 Metacognitive therapy dundee.ac.uk Page 41 Metacognitive therapy Metacognitive therapy (MCT: Wells, 2009) has shown promise for the treatment of several psychiatric disorders, particularly anxiety and depression. → Theoretically grounded in the self-regulatory executive function model which posits that psychopathology results from dysfunctional coping strategies employed to manage distressing thoughts and feelings (Cognitive-Attentional Syndrome). dundee.ac.uk Page 42 Metacognitive therapy Metacognitive therapy (MCT: Wells, 2009) has shown promise for the treatment of several psychiatric disorders, particularly anxiety and depression. → Theoretically grounded in the self-regulatory executive function model which posits that psychopathology results from dysfunctional coping strategies employed to manage distressing thoughts and feelings (Cognitive-Attentional Syndrome). → The dysfunctional strategies include worry, rumination, threat monitoring, thought control, avoidance and reassurance seeking. dundee.ac.uk Page 43 Metacognitive therapy Metacognitive therapy (MCT: Wells, 2009) has shown promise for the treatment of several psychiatric disorders, particularly anxiety and depression. → Theoretically grounded in the self-regulatory executive function model which posits that psychopathology results from dysfunctional coping strategies employed to manage distressing thoughts and feelings (Cognitive-Attentional Syndrome). → The dysfunctional strategies include worry, rumination, threat monitoring, thought control, avoidance and reassurance seeking. → These strategies actually exacerbate and extend negative affect. dundee.ac.uk Page 44 Metacognitive therapy Metacognitive therapy (MCT: Wells, 2009) has shown promise for the treatment of several psychiatric disorders, particularly anxiety and depression. → In MCT, metacognitive beliefs and processes related to the Cognitive- Attentional Syndrome are identified and modified. dundee.ac.uk Page 45 Metacognitive therapy Metacognitive therapy (MCT: Wells, 2009) has shown promise for the treatment of several psychiatric disorders, particularly anxiety and depression. → In MCT, metacognitive beliefs and processes related to the Cognitive- Attentional Syndrome are identified and modified. → Key metacognitive beliefs are proposed to contribute: → (1) positive beliefs about rumination and threat monitoring (e.g., “I must ruminate in order to find an answer to my sadness”, “If I analyse what is wrong with me, I’ll be able to prevent problems in the future”) dundee.ac.uk Page 46 Metacognitive therapy Metacognitive therapy (MCT: Wells, 2009) has shown promise for the treatment of several psychiatric disorders, particularly anxiety and depression. → In MCT, metacognitive beliefs and processes related to the Cognitive- Attentional Syndrome are identified and modified. → Key metacognitive beliefs are proposed to contribute: → (1) positive beliefs about rumination and threat monitoring (e.g., “I must ruminate in order to find an answer to my sadness”, “If I analyse what is wrong with me, I’ll be able to prevent problems in the future”) → (2) negative beliefs about the uncontrollability and significance of thoughts and feelings (e.g., “My depressive thinking is uncontrollable”, “Feeling sad is a sign of permanent illness in my brain”) dundee.ac.uk Page 47 Metacognitive therapy Metacognitive therapy (MCT: Wells, 2009) has shown promise for the treatment of several psychiatric disorders, particularly anxiety and depression. → In MCT, metacognitive beliefs and processes related to the Cognitive-Attentional Syndrome are identified and modified. → Key metacognitive beliefs are proposed to contribute: → (1) positive beliefs about rumination and threat monitoring (e.g., “I must ruminate in order to find an answer to my sadness”, “If I analyse what is wrong with me, I’ll be able to prevent problems in the future”) → (2) negative beliefs about the uncontrollability and significance of thoughts and feelings (e.g., “My depressive thinking is uncontrollable”, “Feeling sad is a sign of permanent illness in my brain”) → The beliefs lead to maladaptive coping strategies and an inability to direct attention away from distressing thoughts (impaired executive function) dundee.ac.uk Page 48 Metacognitive therapy The aim of MCT is to train individuals to → identify dysfunctional strategies (i.e., rumination and threat monitoring). dundee.ac.uk Page 49 Metacognitive therapy The aim of MCT is to train individuals to → identify dysfunctional strategies (i.e., rumination and threat monitoring). → challenge negative metacognitive beliefs about the uncontrollability and significance of depressive thoughts and feelings. dundee.ac.uk Page 50 Metacognitive therapy The aim of MCT is to train individuals to → identify dysfunctional strategies (i.e., rumination and threat monitoring). → challenge negative metacognitive beliefs about the uncontrollability and significance of depressive thoughts and feelings. → challenge metacognitive beliefs about the need to ruminate and engage in threat monitoring as a means of coping. dundee.ac.uk Page 51 Metacognitive therapy The aim of MCT is to train individuals to → identify dysfunctional strategies (i.e., rumination and threat monitoring). → challenge negative metacognitive beliefs about the uncontrollability and significance of depressive thoughts and feelings. → challenge metacognitive beliefs about the need to ruminate and engage in threat monitoring as a means of coping. Some of the techniques utilised include → Attentional Training (ATT) to increase flexible control over attention and thinking processes, and promote metacognitive awareness. dundee.ac.uk Page 52 Metacognitive therapy The aim of MCT is to train individuals to → identify dysfunctional strategies (i.e., rumination and threat monitoring). → challenge negative metacognitive beliefs about the uncontrollability and significance of depressive thoughts and feelings. → challenge metacognitive beliefs about the need to ruminate and engage in threat monitoring as a means of coping. Some of the techniques utilised include → Attentional Training (ATT) to increase flexible control over attention and thinking processes, and promote metacognitive awareness. → Detached Mindfulness: passive awareness of negative thoughts but discontinuation of worry, rumination and other coping responses linked to them dundee.ac.uk Page 53 Metacognitive therapy Normann & Marina (2018) conducted a meta-analytic review of the efficacy of MCT for treating psychological disorders → 25 eligible studies identified dundee.ac.uk Page 54 Metacognitive therapy Normann & Marina (2018) conducted a meta-analytic review of the efficacy of MCT for treating psychological disorders Within-group effect sizes dundee.ac.uk Page 55 Metacognitive therapy Normann & Marina (2018) conducted a meta-analytic review of the efficacy of MCT for treating psychological disorders Between-group effect sizes dundee.ac.uk Page 56 Metacognitive therapy Normann & Marina (2018) conducted a meta-analytic review of the efficacy of MCT for treating psychological disorders → The evidence base supports MCT as an effective treatment dundee.ac.uk Page 57 Metacognitive therapy Normann & Marina (2018) conducted a meta-analytic review of the efficacy of MCT for treating psychological disorders → The evidence base supports MCT as an effective treatment → There is some evidence that MCT may be more effective than other psychotherapies dundee.ac.uk Page 58 Metacognitive therapy Normann & Marina (2018) conducted a meta-analytic review of the efficacy of MCT for treating psychological disorders → The evidence base supports MCT as an effective treatment → There is some evidence that MCT may be more effective than other psychotherapies → It has been argued that MCT may mark a paradigm shift in psychotherapy and its development may serve as a blueprint for advancement in clinical psychology. dundee.ac.uk Page 59 Metacognitive therapy Open questions and avenues for further research → Many clinical trials to date have had small sample sizes. Larger trials needed to accurately estimate effect sizes. dundee.ac.uk Page 60 Metacognitive therapy Open questions and avenues for further research → Many clinical trials to date have had small sample sizes. Larger trials needed to accurately estimate effect sizes. → Most studies have focussed on Depression or Generalised Anxiety Disorder (GAD). Generalisation to other disorders remains uncertain. dundee.ac.uk Page 61 Metacognitive therapy Open questions and avenues for further research → Many clinical trials to date have had small sample sizes. Larger trials needed to accurately estimate effect sizes. → Most studies have focussed on Depression or Generalised Anxiety Disorder (GAD). Generalisation to other disorders remains uncertain. → Studies needed in more diverse demographic groups including children, adolescents, older adults and individuals with severe mental illness. dundee.ac.uk Page 62 What to study? References Ais, J., Zylberberg, A., Barttfeld, P., & Sigman, M. (2016). Individual consistency in the accuracy and distribution of confidence judgments. Cognition, 146, 377-386. Baird, B., Mrazek, M. D., Phillips, D. T., & Schooler, J. W. (2014). Domain-specific enhancement of metacognitive ability following meditation training. Journal of Experimental Psychology: General, 143(5), 1972. Carpenter, J., Sherman, M. T., Kievit, R. A., Seth, A. K., Lau, H., & Fleming, S. M. (2019). Domain-general enhancements of metacognitive ability through adaptive training. Journal of Experimental Psychology: General, 148(1), 51. Hauser, T. U., Allen, M., Purg, N., Moutoussis, M., Rees, G., & Dolan, R. J. (2017). Noradrenaline blockade specifically enhances metacognitive performance. Elife, 6, e24901. Normann, N., & Morina, N. (2018). The efficacy of metacognitive therapy: a systematic review and meta- analysis. Frontiers in psychology, 9, 2211. Rouault, M., McWilliams, A., Allen, M. G., & Fleming, S. M. (2018). Human metacognition across domains: insights from individual differences and neuroimaging. Personality neuroscience, 1. Rouy, M., de Gardelle, V., Reyes, G., Sackur, J., Vergnaud, J. C., Filevich, E., & Faivre, N. (2022). Metacognitive improvement: Disentangling adaptive training from experimental confounds. Journal of Experimental Psychology: General. dundee.ac.uk Page 63