title: Metacognitive monitoring of attention performance and its influencing factors.
abstract: Metacognitive monitoring is a central element of metacognitive processing exerting widespread influences on information processing. Albeit being subject to numerous empirical investigations referring to memory performance, there is little research investigating metacognitive monitoring in other cognitive domains. The present study investigated in 45 healthy students whether factors that are known to influence monitoring of memory performance, i.e., task difficulty, time of assessment, and practice, also exhibit a significant impact on monitoring of attention performance. A multivariate analysis of variance with three within-subject repeated measures factors on two dependent variables (monitoring of (a) time, and (b) errors in an attention task) was conducted. Results showed that monitoring ability significantly decreased with increasing task difficulty, was significantly better for post than for pre-assessment, and significantly increased with practice. Therefore, results suggest that the examined factors influenced monitoring of attention performance equivalent to the influence of these factors found in metamemory research.
authors: Institute of Medical Psychology and Medical Sociology, RWTH Aachen University, Pauwelsstr. 19, 52074, Aachen, Germany, rkessel@ukaachen.de.
authors: Ramona
authors: R
authors: Kessel
authors: Judith
authors: J
authors: Gecht
authors: Thomas
authors: T
authors: Forkmann
authors: Barbara
authors: B
authors: Drueke
authors: Siegfried
authors: S
authors: Gauggel
authors: Verena
authors: V
authors: Mainz
mesh_terms: D000328:Adult; D001288:Attention / Q000502:physiology*; D003071:Cognition / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory / Q000502:physiology*; D009483:Neuropsychological Tests; D055815:Young Adult
references: Psychol Aging. 2000 Sep;15(3):462-74
references: 11014709
references: J Pediatr Psychol. 2009 Oct;34(9):917-28
references: 19223279
references: Mem Cognit. 1994 Jan;22(1):63-9
references: 8035686
references: Philos Trans R Soc Lond B Biol Sci. 2012 May 19;367(1594):1310-21
references: 22492749
references: Behav Res Methods. 2007 May;39(2):175-91
references: 17695343
references: J Pediatr Psychol. 2002 Jan-Feb;27(1):5-18
references: 11726675
references: Mem Cognit. 2000 Jan;28(1):92-107
references: 10714142
references: Psychon Bull Rev. 1994 Mar;1(1):126-9
references: 24203422
references: Percept Mot Skills. 1989 Dec;69(3 Pt 2):1159-62
references: 2622729