Correcting experience-based judgments: the perseverance of subjective experience in the face of the correction of judgment

Many of our cognitive and metacognitive judgments are based on sheer subjective experience. Subjective experience, however, may be contaminated by irrelevant factors, resulting in biased judgments. Under certain conditions people exert a metacognitive correction process to remedy such biased judgments. In this study we examine the proposition that even after a judgment has been corrected to avoid the biasing effects on subjective experience, subjective experience itself remains biased. We asked participants to judge the difficulty of anagrams for others. When they were aware of having been exposed to the solutions of some of the anagrams, they corrected their difficulty judgments for these anagrams. Despite this correction, their speeded choices in a subsequent task disclosed their biased subjective experience that these anagrams were easier to solve. Implications for the study of metacognition and for the educational domain are discussed.

The relationships between monitoring,regulation and performance

The articles in this Special Issue reflect the growing interest in applying laboratory-based research to educational settings. These articles highlight the contribution of metacognitive monitoring and self-regulation to effective learning and performance. At the same time, they illustrate the methodological and theoretical challenges involved in bringing metacognitive research to the real world, using meaningful learning materials. In particular, the assumption of a linear causal chain from monitoring through regulation to performance represents a useful working hypothesis, but more complex interactions between these three components of self-regulated learning need to be considered.     

Preference for color and form in preschoolers as related to color and form differentiation.

The preference for color or form as bases for similarity judgements among preschoolers (ages 2-5) and its relationship to the differentiation of form and color concepts as indexed by discrimination, identification, and labeling were investigated. As hypothesized, an early stage of form preference was found, replicating Brian and Goodenough's results. This was followed by the often-reported color preference and subsequent shift to form preference. A second hypothesis-that the relative salience of a dimension develops in parallel to its relative degree of differentiation-was not supported. This was so despite the fact that, within age groups, individuals who displayed higher proficiency in one dimension that in the other also preferred that dimension over the other. Implications for for existing explanations of developmental trends in preference were discussed.     

Confidence judgments: The monitoring of object-level and same-level performance

Metacognition and Learning - The influential metacognitive framework of Nelson and Narens (1990) distinguishes between object-level and meta-level, with two metacognitive processes, monitoring and...     

Knowledge sharing motivation among IT personnel: Integrated model and implications of employment contracts

The existing research literature suggests that six main factors influence the collaborative behavior of workers. Collaborative behavior has a crucial impact on the thriving of an organization and its human capital, being a necessary condition for motivating workers to share and exchange their knowledge. The relevant factors are: the workers’ identification with the organization; self, means and external efficacy; human resource management practices; perceived organizational support. While previous studies have dealt with these factors as sub-groups, the current study proposes and tests an integrative model that combines all of them, and adds a new factor: employment contract. The model was validated on IT workers from several sectors.