scholarly journals Distinct and overlapping neural correlates of metacognitive monitoring and metacognitive control

2020 ◽  
Author(s):  
Annika Boldt ◽  
Sam Gilbert
Keyword(s):  
Pattern Analysis ◽  
Mental States ◽  
Neural Correlates ◽  
Multivariate Pattern Analysis ◽  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
Metacognitive Control ◽  
Multivariate Pattern ◽  
And Control ◽  
Influence Behavior

Metacognition describes the process of monitoring one’s own mental states, often for the purpose of cognitive control. Previous research has investigated how metacognitive signals are generated (metacognitive monitoring), for example when people judge their confidence in their decisions and memories. Research has also investigated how these metacognitive signals are used to influence behavior (metacognitive control), for example setting a reminder (i.e. cognitive offloading) for something you are not confident you will remember. However, the mapping between metacognitive monitoring and metacognitive control has not been directly studied on a neural level. We used fMRI to investigate a delayed-intentions task with a reminder element, allowing participants to use their metacognitive insight to engage metacognitive control. Using multivariate pattern analysis, we found that we could separately decode both monitoring and control, and, to a lesser extent, cross-classify between them. Therefore, brain patterns associated with monitoring and control are partially, but not fully, overlapping.

scholarly journals The Impact of Teacher-Initiated Activities on Identifying and Verbalizing Ways of Metacognitive Monitoring and Control in Six-Year-Old Children

2020 ◽  
Vol 5 (2) ◽  
pp. 72-92
Author(s):  
Ona Monkeviciene ◽  
Jelena Vildziuniene ◽  
Galina Valinciene
Keyword(s):  
Implementation Process ◽  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
Metacognitive Control ◽  
Metacognitive Development ◽  
Research Findings ◽  
And Control ◽  
The Impact ◽  
Research Show ◽  
Better Than

The qualitative research presented in this article attempts to show the impact of teacher-initiated activities on six-year-old children’s metacognitive monitoring and control abilities. The metacognitive model is discussed, research findings that substantiate the development of separate components of metacognitive regulation are analyzed, and the educational ways that promote metacognitive development in children are systematized. The outcomes of the research show that teacher-initiated activities stimulate and encourage children to find and apply more diverse ways of metacognitive monitoring and control. After teacher-initiated activities, the target group children demonstrated, identified, and verbalized the following ways of acting and learning that had not been noticed in their self-initiated activities in the area of metacognitive monitoring, namely, thinking while doing, modelling, acting by scheme/without a scheme, and activity by self-created strategies. In the area of metacognitive control, the children showed the ability to challenge themselves to do better than before, think and do as a continuous, unbroken control and implementation process, and control performance consistency.

scholarly journals Neural correlates of conscious visual perception lie outside the visual system: evidence from the double-drift illusion

2019 ◽  
Author(s):  
Sirui Liu ◽  
Qing Yu ◽  
Peter U. Tse ◽  
Patrick Cavanagh
Keyword(s):  
Visual System ◽  
Visual Processing ◽  
Pattern Analysis ◽  
Activity Patterns ◽  
Neural Correlates ◽  
Multivariate Pattern Analysis ◽  
Visual Areas ◽  
Visual Cortices ◽  
Multivariate Pattern ◽  
The Brain

SummaryWhen perception differs from the physical stimulus, as it does for visual illusions and binocular rivalry, the opportunity arises to localize where perception emerges in the visual processing hierarchy. Representations prior to that stage differ from the eventual conscious percept even though they provide input to it. Here we investigate where and how a remarkable misperception of position emerges in the brain. This “double-drift” illusion causes a dramatic mismatch between retinal and perceived location, producing a perceived path that can differ from its physical path by 45° or more [1]. The deviations in the perceived trajectory can accumulate over at least a second [1] whereas other motion-induced position shifts accumulate over only 80 to 100 ms before saturating [2]. Using fMRI and multivariate pattern analysis, we find that the illusory path does not share activity patterns with a matched physical path in any early visual areas. In contrast, a whole-brain searchlight analysis reveals a shared representation in more anterior regions of the brain. These higher-order areas would have the longer time constants required to accumulate the small moment-to-moment position offsets that presumably originate in early visual cortices, and then transform these sensory inputs into a final conscious percept. The dissociation between perception and the activity in early sensory cortex suggests that perceived position does not emerge in what is traditionally regarded as the visual system but emerges instead at a much higher level.

scholarly journals Features of the Relationship Between Metacognitive Monitoring and Metacognitive Control

2021 ◽  
Keyword(s):  
Theoretical Analysis ◽  
Learning Strategies ◽  
Significant Role ◽  
Subjective Assessment ◽  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
Metacognitive Control ◽  
Functional Features ◽  
And Control ◽  
The Relationship

The research studies the peculiarities of the relation between metacognitive monitoring and metacognitive control. The study focuses on some theoretical and methodological aspects of the relationship between metacognitive monitoring and control. The article presents an analysis of metacognitive monitoring and control concepts, their distinct functional features, the processes of their functioning, and the peculiarities of the interaction between these components of metacognition. Metacognitive monitoring as a subjective assessment of one's own cognitive processes and knowledge cannot be considered separately from metacognitive control over the strategic regulation of cognitive operations and resources. As a result, metacognitive monitoring processes are an important condition for updating metacognitive control. Thanks to properly organized highly effective metacognitive monitoring, students can at the metacognitive level study cognitive features of knowledge acquisition and use appropriate learning strategies. With the help of metacognitive control, students can use metacognition to regulate their own activities at the cognitive level. The need to study the features of this interaction was due to the importance of continuing the theoretical analysis of the basics of metacognitive monitoring, substantiation of its components, clarifying of the relationship with the effectiveness of educational activities and etc. The results of the theoretical analysis found in the study play a significant role in this relationship understanding. We can assume that the results of the theoretical analysis found in the study play a significant role in the process of understanding such issues.

scholarly journals Neural correlates of ground plane perception revealed using multivariate pattern analysis

2012 ◽  
Vol 12 (9) ◽  
pp. 1202-1202
Author(s):  
K. B. Porter ◽  
P. J. Kohler ◽  
C. E. P. Cavanagh ◽  
P. U. Tse
Keyword(s):  
Pattern Analysis ◽  
Ground Plane ◽  
Neural Correlates ◽  
Multivariate Pattern Analysis ◽  
Multivariate Pattern
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