An investigation into the cognitive, metacognitive, and spatial markers of creativity and efficiency in architectural design

This paper presents a preliminary study into the spatial features that can be used to distinguish creativity andefficiency in design layouts, and the distinct pattern of cognitive and metacognitive activity that is associated with creative design. In a design experiment, a group of 12 architects were handed a design brief. Their drawing activity was recorded and they were required to externalize their thoughts during the design process. Both design solutions and verbal comments were analysed and modelled. A separate group of experienced architects used their expert knowledge to assign creativity and efficiency scores to the 12 design solutions. The design solutions were evaluated spatially. Protocol analysis studies including linkography and macroscopic analysis were used to discern distinctive patterns in the cognitive and metacognition activity of designs marked with the highest and least creativity scores. Entropy models of the linkographs and knowledge graphs were further introduced Finally, we assessed how creativity and efficiency correlates to experiment variables, cognitive activity, metacognitive activity, spatial and functional distribution of spaces in the design solutions, and the number and type of design constraints applied through the course of design. Through this investigation, we suggest that expert knowledge can be used to assess creativity and efficiency in designs. Our findings indicate that efficient layouts have distinct spatial features, and that cognitive and metacognitive activity in design that yields a highly creative outcome corresponds to higher frequencies of design moves and higher linkages between design moves.

Analysis of predictive capabilities of metacognitive strategies in the expression of professional thinking of military personnel

The article examines professional thinking in relation to the conditions of military activity. The goal is to identify a model of cadets’ metacognitive competence, contributing to the successful formation of professional thinking in the conditions of military activity. The construction of two regression models is carried out by means of multiple stepwise regression analysis with inclusion. In the first model, the variable response was the over-situational style of thinking of servicemen, determined by the questionnaire «Determination of the dominant level of problematicity in solving service-professional problem situations.» In the second model of the variable, the response was the type of professional thinking determined on the basis of the case method. Cadets’ metacognitive strategies were used as variable predictors. It was possible to establish that both regression models are statistically significant, the level of error probability is less than 0.01% and explain more than 40% of the variability of the variable responses. All metacognitive strategies (six variable predictors) in the first model have a statistically significant relationship with variable responses (p≤0.05). The predictive influence on the dominance of a certain type of professional thinking among cadets has the character of structural interaction. Metacognitive strategies such as information acquisition, concentration, time management and the level of reflection are facilitators for the formation of a supra-situational level of cadets’ professional thinking. Whereas metacognitive knowledge and metacognitive activity act as inhibitors.

Comparison of indicators of metacognitive awareness of doctors at different stages of education

Introduction. Metacognition is essential for developing clinical thinking skills. Metacognitive skills are widely regarded as important for doctors, but they are rarely formed and evaluated in higher medical school. To solve this problem, it is required to determine how the cognitive, regulatory and reflexive indicators of metacognitive awareness in doctors change throughout their professional life. This work aims to study the metacognitive awareness of doctors at different stages of professional education. Methods. The study involved 1st-year students of the Department of General Medicine (N=48), medical residents (N=44), and doctors enrolled in advanced training cycles (N=34) of the Yaroslavl State Medical University. To study the cognitive, regulatory and reflexive indicators of metacognitive awareness, the following methods were used: "Metacognitive Awareness Inventory" (G. Schraw, R. Dennison, adaptation by E.Yu. Savin, A.E. Fomin), "Assessment of metacognitive knowledge and metacognitive activity" (Yu.V. Poshekhonova, M.M. Kashapov), "Methodology of the level of expression and direction of reflection" (M. Grant). Research results. Significant differences were revealed in metacognitive awareness indicators at the initial and final stages of higher education (U=800.0, p≤0.05). According to the results of the study, it was found that the higher the stage of higher professional education is, the higher is the ability to manage information (U=783.0, p≤0.05), choose the main ideas (U=800.0, p≤0.05) and control errors (U=790.0, p≤0.05). Moreover, indicators of socio-reflection are more pronounced (U=702.5, p≤0.01). The doctors enrolled in further education courses have a high level of metacognition. The significant differences were found in terms of the following indicators: metacognitive knowledge (U=309.5, p≤0.001), metacognitive activity (U=295.5, p≤0.001), concentration (U=417.5, p≤0.001), acquisition of information (U=275.5, p≤0.001), choice of main ideas (U=528.5, p≤0.05), and time management (U=338.0, p≤0.001). There are no significant differences in the reflexive component of the metacognitive awareness of doctors at the stage of additional professional education and the final stage of higher education. Conclusion. All indicators of metacognitive awareness among doctors are formed at the stage of higher education. The reflexive component of metacognitive awareness helps to adapt to the changing conditions of obtaining additional professional education. Metacognitive awareness, with the help of which doctors are aware of their own thoughts and use the best ways to solve problematic situations, allows them to cope with difficulties in the learning process and in professional activity.

371 Insomnia and Metacognitive abilities: a new treatment target?

Introduction Metacognition is defined as the ability to reflect on one’s mental state. Literature showed that dysfunctional metacognitive activity (such as worry and rumination) plays an important role in insomnia genesis and maintenance. The aim of this study is (i) to evaluate metacognition differences between insomnia disorders (ID) patients and good sleepers (GS)and (ii) to assess Cognitive-Behavioral Therapy for Insomnia (CBT-I) effectiveness on both insomnia and metacognitive abilities. Methods We compared 27 GS (Insomnia Severity Index, ISI<10) (63.0% female, mean age 33±13.7yrs) and 27 ID patients (51.9% female, mean age 46.4±13.7yrs) evaluated both by ISI and Metacognition Insomnia Questionnaire (MCQ-I). ID patients underwent 7-session of group CBT-I and were evaluated pre- (T0) and post- (T1) treatment. Results GS and ID patients differed in MCQ-I total score (GS=105.6±20.5 vs ID= 138.1±26.2). All ID patients’ scores were above the clinical cutoff of 110. ID patients showed significant improvements both at ISI (T0=14.67±4.67 vs T1=7.07±4.37, p<0.001) and Sleep Diary parameters (T0 vs T1, p<0.05) as sleep latency, wake after sleep onset and sleep efficiency at T1. ID patients also showed an improvement of MCQ-I scores at T1, nevertheless, maintaining MCQ-I the mean score above the clinical cutoff level (MCQ-I_T0=138.1±26.2 vs MCQ-I_T1=123.7±28.6; p<0.05). Indeed, 29.6% of ID patients maintained equal or worse MCQ-I score at T1 compared to T0; 63% of ID patients still had a MCQ-I score above the clinical cutoff at T1. Conclusion CBT-I results effective on insomnia symptoms. Metacognitive dysfunctions appears to be a core feature in ID patients compared to good sleepers. Although the score reduction was significant after CBT-I, metacognitive dysfunction did not show remission after treatment possibly indicating the need of a specific intervention on this aspect. Metacognitive dysfunction in ID needs to be further investigated and may represent a new treatment target, in order to improve CBT-I effectiveness. Support (if any) None

Prognostic Model of Successful in Solving Professional Tasks by Students of Engineering Specialties of the Rocket and Space Industry

The article discusses the predictors of the success of solving problems by students of engineering specialties of the space industry. The predictive model takes into account the characteristics of the characterological, metacognitive and self-regulatory characteristics of the subject successfully solving the problem. The features of the predictors of each of these components are described, and their general model is considered. The study involved 110 students of engineering specialties of the space industry. The following methods were used for the study: “Style of self-regulation of behavior” (V.I. Morsanova),”Self-assessment of metacognitive knowledge and metacognitive activity” (Yu.V. Skvortsova, M.M. Kashapov) and FPI-B (adaptation by A.A. Krylov, T.I. Ronginskaya). Predictors of success in solving professional tasks based on the results of an empirical study were self-regulation indicators: “Flexibility”, “General level of self-regulation”, “Evaluation of results”. The characterological component is represented only by the indicator “Depressiveness”. The features of the influence of each of the components on the success of solving problems in the aggregate and the possibility of increasing the success of solving problems are discussed. The article is based on the results of a dissertation research devoted to the study of psychological factors of solving professional problems by students of engineering specialties of the rocket and space industry.

Metacognitive self-perception in interpreting

The ability of interpreters to engage in metacognitive activity enabling them to self-assess the changing purpose of their task and subsequent strategies can play a pivotal role in their global attainment levels. This paper argues that developing a high degree of metacognition can be key, not only for the expert’s interpreting performance, but also for trainees’ learning processes, helping them develop a more accurate professional self-concept and better self-regulation techniques. The study, carried out with 199 interpreting trainees, tested a tool to assess self-perceived metacognition levels. The measurement tool was developed on the basis of previous relevant academic contributions to the overlapping fields of Education, Interpreting and Psychology. According to the results of a factor analysis, self-perceived metacognition in interpreting trainees can be defined as a construct made up of four dimensions: self-knowledge perception, consolidation of one’s own set of criteria, development of a macro-strategy, and task-focused flow.

Scaffolding student self-reflection in translator training

This article advocates for structured self-reflection as a means to scaffold learning in translator training. Metacognitive activity in translator training requires students to actively regulate their own process of both translating and learning to become a translator. Therefore, the nature and typology of (self-)reflection is examined as are tools that offer students structured opportunities to analyze and evaluate their own learning. Given that additional (self-)reflection in the translation classroom requires trainers to alter their teaching methods, this article also examines how their role in training changes as a result of its inclusion. An exploratory study on translation students’ prospective and retrospective self-reflection is described with student perspectives on the same translation task compared. Student expectations prior to translation are examined both pre- and post-task, emphasizing what students and teachers learn from reflective practice.