What guides the judgment of learning: Memory or heuristics? An event-related potential study.

Memory monitoring ability is essential for the effectiveness of learning processes. Judgment of Learning (JOL), a metacognitive judgment, is commonly used to measure this ability. An ongoing debate questions whether JOL is an outcome of an inferential or recollective experience, as suggested by different hypotheses regarding the underlying cognitive mechanisms of this judgment.

How is social dominance related to our short-term memory? An EEG/ERP investigation of encoding and retrieval during a working memory task.

Social hierarchies exist in all societies and impact cognitive functions, brain mechanisms, social interactions, and behaviors. High status individuals often exhibit enhanced working memory (WM) performance compared to lower status individuals. This study examined whether individual differences in social dominance, as a predictor of future status, relate to WM abilities.

Effects of personality traits and mood induction on metamemory judgments and metacognitive beliefs.

Although the effects of mood and personality traits on memory performance have previously been studied, their relationship to the metamemory and metacognitive processes is still unknown. In this study, we investigated the effects of mood induction (positive and negative) and personality traits (extroverted and neurotics) on metacognitive beliefs, memory confidence, the judgment of learning (JOL) and feeling of knowing (FOK) judgments during face-name recognition tasks. One hundred twenty-seven participants who met the criteria based on their extraverted and neurotic personality scores on the Big Five Personality Inventory were randomly assigned to positive and negative mood induction conditions.

Investigating Retrospective and Prospective Metamemory Judgments During Episodic Memory in Patients With Obsessive-Compulsive Disorders.

It is clear evidence that individuals diagnosed with obsessive-compulsive disorder (OCD) lack confidence in their memory and have low metamemory performance (judgment and accuracy). However, it is still unclear whether low metamemory performance is specific to first, domain general or domain specific, and second, to stimulus domain. To address these issues, we compared individuals diagnosed with OCD and healthy controls (HCs) on recognition, retrospective (judgments of learning [JOL]) and prospective (feeling of knowing [FOK]) metamemory judgments and under three different episodic memory tasks, which consisted of symptom-free, familiar and unfamiliar stimuli (word, scene, and face photo).

Investigating False Memory and Illusory Pattern Perception Bias in Schizophrenia Patients with and without Delusions.

Background: Whether the false memory dysfunction in schizophrenia is at the early (encoding, perceptual) or later (retrieval) stages and how delusions affect it remains unclear.

Method: In this study, we examined the perception and memory biases in schizophrenia patients with (Sch/D; n = 31) and without delusions (Sch/Nd; n = 32) and compared them with healthy controls (HCs; n = 35). We used the Deese Roediger McDermott (DRM) Paradigm and the Noise Task to measure the false memory and illusory pattern perception (IPP) biases, respectively.

Comparing event-related potentials of retrospective and prospective metacognitive judgments during episodic and semantic memory.

It is unclear whether metacognitive judgments are made on the basis of domain-generality or domain-specificity. In the current study, we compared both behavioral and event-related potential (ERP) correlates of retrospective (retrospective confidence judgments: RCJs), and prospective (feeling of knowing: FOK) metacognitive judgments during episodic and semantic memory tasks in 82 participants. Behavioral results indicated that FOK judgments reflect a domain-specific process, while RCJ reflect a domain-general process.

Effects of excessive violent video game playing on verbal memory: an event-related brain potentials study.

The goal of the study was to investigate temporal dynamics of excessive violent game playing. We compared behavioral data and event-related potentials (ERPs) of excessive video game players (EVGPs, n = 21) and non-players (NPs, n = 21) using a classical learning, cued recall and recognition paradigm, featuring violent and non-violent words. During the recognition phase, EVGPs performed better for violent words, but worse for non-violent words compared to NPs.

Investigating the role of attachment orientation during emotional face recognition: An event-related potential study.

We recorded event-related potentials (ERPs) while anxious and avoidant participants performed an emotional face recognition task featuring happy and angry faces. The avoidant attachment individuals were more accurate on angry trials, whereas anxious attachment individuals were more accurate on happy trials. FN400 amplitude was larger in the anxious attachment group than in the avoidant attachment group.

Comparing electrophysiological correlates of judgment of learning and feeling of knowing during face-name recognition.

We investigated the event-related potential (ERP) correlates of two metacognitive judgments, namely judgment of learning (JOL) and feeling of knowing (FOK) induced by a face-name recognition (FNR) task in 60 participants. The FNR produced N170 and P100 components at posterior, and an N100 component at anterior electrodes. Posterior P200, anterior N200 components were recorded during JOL and FOK judgments.

Neurobiological basis of feeling of knowing in episodic memory.

Feeling of knowing (FOK) is a metacognitive process which allows individuals to predict the likelihood that they will be able to remember, in the future, information which they currently cannot recall. Although FOK provides evidence for the mechanisms of metacognitive systems, the neurobiological basis of FOK is still unclear. We investigated the neural correlates of FOK induced by an episodic memory task in 77 younger adult participants.

Beliefs about Memory as a Mediator of Relations between Metacognitive Beliefs and Actual Memory Performance.

The goal of the present study was to investigate relationships between personal beliefs about memory, metacognitive beliefs, and actual memory performance. One hundred thirty-seven participants' (aged 20 to 60 years) metacognitive beliefs were measured using the Metacognition Questionnaire (MCQ-30), memory beliefs were measured using the Personal Beliefs about Memory Instrument (PBMI), and an episodic memory task was used to measure actual memory performance, memory predictions, and postdictions. Younger adults had lower scores on the positive beliefs subfactor of the MCQ-30, higher scores on retrospective change and control subfactors of the PBMI, and outperformed middle-aged adults on recall and recall postdiction.

[Standardization of Turkish form of metacognition questionnaire for children and adolescents: the relationships with anxiety and obsessive-compulsive symptoms].

Objective: There were two aims of the present study. The first aim was to evaluate the psychometric properties of the Metacognition Questionnaire for Children and Adolescents (MCQ-C) among Turkish children and adolescents. The second aim was to analyze relationships between metacognitive processes, anxiety, and obsessive-compulsive symptoms among Turkish children and adolescents.

Attention in sub-clinical obsessive-compulsive checkers.

The aim of the study was to explore differential attention profiles, according to attention types, in sub-clinical obsessive-compulsive checkers compared to controls. To examine attention biases in obsessive-compulsive phenomena, we compared sub-clinical checkers to non-checkers on their recall and recognition performances, using neutral and threat-relevant stimuli in three attention paradigms: focused attention, divided attention, and passive attention. Forty-six volunteer university students participated in the study: 24 checkers (14 males, 10 females), and 22 non-checkers (15 males, 7 females).

Exploring the role of metacognition in obsessive--compulsive and anxiety symptoms.

This study tests three hypotheses, predicting first that metacognition is highly correlated with anxiety and obsessive-compulsive (O-C) symptoms, second that it mediates the relationship between O-C symptoms and anxiety, and third that the meta-cognitive predictors of anxiety are different from the meta-cognitive predictors of O-C symptoms. The sample of the present study was 850 students selected from various universities in Turkey. Significant correlations between metacognition, O-C symptoms and anxiety were observed.

[Adaptation, validity, and reliability of the Metacognition Questionnaire-30 for the Turkish population, and its relationship to anxiety and obsessive-compulsive symptoms].

Objective: The present study aimed to evaluate the psychometric properties of the short form of the Metacognition Questionnaire (MCQ-30) in a population of Turkish university students. The metacognitions questionnaire (MCQ) measures individual differences in a selection of metacognitive beliefs, judgments, and monitoring tendencies considered important in the metacognitive model of psychological disorders.

Method: The study included 850 university students from 15 Turkish universities.

[Neuropsychological profile of childhood-onset obsessive-compulsive disorder].

In this review paper, studies focusing on the neuropsychological characteristics of childhood-onset obsessive-compulsive disorder (OCD) were evaluated. The literature search covered the MedLine and PsycInfo databases through June 2006. The presented results are of those that focus on the processes of attention, memory, and executive functions related to the aspects of the measured instruments used.

Digit span changes from puberty to old age under different levels of education.

The goal of this study is to demonstrate the age-related changes in multimodality digit span under a research design in which level of education is controlled. Volunteer participants (n = 1183) were distributed over levels of age (13-98 years) and education (5-8, 9-11, and 12+ years). Digit span was measured through 11 scores of the Visual Aural Digit Span Test-Revised on aural or visual stimulation and oral or written response execution, thus allowing for the measurement of intra- and intersensory integration.