{"id":270,"date":"2020-04-21T16:39:47","date_gmt":"2020-04-21T15:39:47","guid":{"rendered":"https:\/\/research.kent.ac.uk\/upgrade-rocs\/?p=270"},"modified":"2020-08-21T14:09:08","modified_gmt":"2020-08-21T13:09:08","slug":"metacognitive-monitoring-and-control-processes-in-children-with-autism-spectrum-disorder-diminished-judgement-of-confidence-accuracy","status":"publish","type":"post","link":"https:\/\/research.kent.ac.uk\/rocs\/metacognitive-monitoring-and-control-processes-in-children-with-autism-spectrum-disorder-diminished-judgement-of-confidence-accuracy\/","title":{"rendered":"Metacognitive monitoring and control processes in children with autism spectrum disorder: diminished judgement of confidence accuracy"},"content":{"rendered":"

More information about the Kent author\u00a0here<\/a>
\n<\/strong>Find the full paper here<\/a>
\n<\/strong><\/p>\n

About<\/span><\/b>\u202f<\/span>\u00a0<\/span><\/h2>\n

Metacognition <\/span>refers to an individual\u2019s beliefs and knowledge about cognition.<\/span> Put simply, metacognition involves thinking about thinking.<\/span> It <\/span>is believed<\/span> to consist<\/span> of monitoring processes (the ability to accurately represent one\u2019s own mental states) and control processes (the ability to control one\u2019s cognitive processes effectively). These processes play very important roles in self-regulated learning.<\/span> For example, whilst revising for an exam, if an individual is able <\/span>to accurately assess<\/span> what information they know\/do not know, they can employ more effective revision techniques.\u00a0<\/span>\u00a0<\/span><\/p>\n

A classic task<\/span> to measure <\/span>metacognitive monitoring<\/span><\/i> is a judgment of confidence (JOC) task, which involves participants answering questions about <\/span>recently-studied<\/span> material and then reporting their confidence in the answers they provided. Additionally, in some JOC <\/span>tasks<\/span> participants are given the chance to exclude some of their answers because of low confidence, and this aspect of metacognition reflects <\/span>metacognitive control.<\/span><\/i>\u00a0<\/span>\u00a0<\/span><\/p>\n

In this project, Prof. David Williams examined metacognitive monitoring and metacognitive control in children with ASD. The findings have important implications for educators and in informing equality and diversity policies.<\/p>\n

Research Objectives<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0To <\/span>examine both metacognitive monitoring and metacognitive control in children with ASD.\u00a0<\/span>\u00a0<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

Programme and Methodology<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0Participant<\/span>s<\/span> were children with ASD and typically developing (TD) children who <\/span>were matched<\/span> for IQ and age.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0All pa<\/span>rticipants completed a JOC task measuring metacognitive monitoring and control.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Findings<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0C<\/span>ompared to TD children, children with ASD showed diminished accuracy in their judgments of confidence, indicating metacognitive monitoring impairments<\/span>.<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Children with ASD used monitoring to influence control processes significantly less <\/span>than TD children, despite little evidence of impairments in overall control ability<\/span>.\u00a0<\/span>\u00a0<\/span><\/p>\n

Impact<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0This project offered <\/span>new and important insight<\/span><\/b> on <\/span>metacognitive processes in ASD. <\/span><\/p>\n

\u2022 \u00a0The findings demonstrate that metacognitive monitoring, but not metacognitive control is impaired in children with ASD. <\/span><\/p>\n

\u2022 \u00a0Children with ASD seem to use metacognitive monitoring less for the purpose of metacognitive control. This suggests that the means by which children with ASD achieved control over their behavioural choice differs from TD children.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0The project offers<\/strong><\/span>\u00a0clear suggestions for educational settings<\/strong> with children with ASD<\/strong>. <\/span><\/p>\n

\u2022 \u00a0Impairments in metacognitive learning could affects children\u2019s academic performance. <\/span>It important for educators to know that metacognitive control is undiminished.<\/strong> This skill <\/span>could be used<\/span> as a strength in learning.\u00a0<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

More information about the Kent author\u00a0here Find the full paper here About\u202f\u00a0 Metacognition refers to an individual\u2019s beliefs and knowledge about cognition. Put simply, metacognition involves thinking about thinking. It is believed to consist of monitoring processes (the ability to accurately represent one\u2019s own mental states) and control processes (the ability to control one\u2019s cognitive […]<\/p>\n","protected":false},"author":610,"featured_media":275,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[9],"tags":[],"class_list":["post-270","post","type-post","status-publish","format-standard","hentry","category-autism"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/270","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/users\/610"}],"replies":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/comments?post=270"}],"version-history":[{"count":2,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/270\/revisions"}],"predecessor-version":[{"id":2826,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/270\/revisions\/2826"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media\/275"}],"wp:attachment":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media?parent=270"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/categories?post=270"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/tags?post=270"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}