![]() ![]() ![]() Metacognitive monitoring allows an individual to detect errors and allocate resources effectively ( Carter et al., 1998). Metacognition is crucial in the performance of many cognitive processes, including: error monitoring ( Yeung and Summerfield, 2012), regulating learning ( Efklides, 2011), allocating cognitive resources ( Son and Metcalfe, 2000), and strategy selection ( Karpicke, 2009). The ability to monitor and control one’s own cognition effectively is vital to cognitive performance and everyday function. At its highest level, the conceptualization of metacognition is frequently broken into two discernible processes – a monitoring process and a control process ( Flavell, 1979) – although many more specific processes within the concept of metacognition can be distinguished ( Tarricone, 2011). We conclude the review by addressing some of the pertinent questions yet to be comprehensively addressed by reactivity research, including how researchers should best address issues of reactivity when using experimental designs.īroadly speaking metacognition refers to the knowledge and regulation of one’s own cognition ( Veenman et al., 2006). Drawing from this synthesis of evidence, we propose a tentative framework for studying reactivity that integrates cue processing accounts of reactivity with existing models of metacognition. We argue that reactivity has important implications not just for the measurement of metacognition, but for metacognition theorizing because reactivity can provide insights into the cues participants use to monitor their performance. Here, we provide a review of the evidence that measures of metacognition, namely think-aloud protocols, judgments of learning, and confidence ratings, are reactive. ![]() Although there are contradictory findings regarding the magnitude and even the direction of this effect, recent evidence has converged to provide a clearer picture of the mechanisms that determine reactivity. Recent evidence suggests that eliciting such metacognitive information from participants can impact both their metacognitive processes and their cognitive performance. Metacognition is typically measured by collecting self-reported information from participants while they complete a cognitive task. 2School of Psychology, University of Sydney, Sydney, NSW, Australia.1Department of Education, University of Oxford, Oxford, United Kingdom. ![]()
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