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Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
Hindsight Biases01:12

Hindsight Biases

Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now?
Introspection01:29

Introspection

Introspection, long upheld as a reliable route to self-knowledge, involves examining one's thoughts, emotions, and mental processes. It underpins many psychological practices, from mindfulness meditation to psychotherapy and self-help strategies. However, empirical evidence challenges the accuracy of introspection as a means of understanding oneself.Limitations of Introspective InsightSeminal work by Nisbett and Wilson demonstrated that individuals are frequently unaware of the true causes...
Counterfactual Thinking01:19

Counterfactual Thinking

Counterfactual thinking is a cognitive process wherein individuals mentally reconstruct alternative versions of past events, often beginning with “what if” or “if only.” This reflective mechanism plays a significant role in shaping emotional experiences and guiding future behavior. Though typically triggered by unfavorable or unexpected outcomes, counterfactual thinking can also emerge in mundane, everyday decisions and experiences, revealing its deep entrenchment in human cognition.Types of...
High-Level and Low-Level Awareness01:19

High-Level and Low-Level Awareness

Controlled processes in human consciousness represent high-alert mental states where individuals deliberately focus their attention on achieving specific goals. Controlled processes can be seen in situations like mastering new technology, where a person might become so absorbed that they ignore surrounding distractions. Such processes involve selective attention, requiring one to concentrate on particular elements of experience while disregarding others. These are governed by executive...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

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Relations among self-efficacy, goal setting, and metacognitive experiences in problem-solving.

Psychological reports·2006
Same author

Task performance and metacognitive experiences in problem-solving.

Psychological reports·2004
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Related Experiment Video

Updated: Jul 11, 2026

Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory
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Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory

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Previous task experience in metacognitive experience.

Kenichi Akama1

  • 1Department of Psychology, Doshisha University, Kamigyo, Kyoto 602-8580, Japan. ele3501@mail2.doshisha.ac.jp

Psychological Reports
|September 25, 2007
PubMed
Summary

Task experience influences metacognitive experiences and performance correlations. Findings align with prior research for experienced tasks and differ for novel tasks, highlighting the impact of familiarity on cognitive processes.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Human-Computer Interaction

Background:

  • Metacognition, the awareness and control of one's own thinking, is crucial for effective problem-solving.
  • Previous research has established links between metacognitive experiences and task performance, but the influence of task familiarity remains less understood.
  • Understanding how prior experience with a task shapes metacognitive processes is essential for optimizing learning and performance.

Purpose of the Study:

  • To investigate how task experience (familiar vs. unfamiliar) influences the correlations among metacognitive experiences.
  • To examine how task experience affects the relationship between metacognitive experiences and objective performance.
  • To identify the sources of variance in metacognitive experience-performance relationships based on task familiarity.

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Last Updated: Jul 11, 2026

Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory
08:16

Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory

Published on: May 11, 2020

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
06:45

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

Main Methods:

  • A study involving 70 Japanese undergraduate students was conducted.
  • Participants completed two tasks: one familiar (experienced task) and one unfamiliar (task not experienced).
  • Correlations between various metacognitive experiences and between these experiences and task performance were analyzed for both task types.

Main Results:

  • For the experienced task, the correlations among metacognitive experiences aligned with findings reported by Efklides.
  • For the task not experienced, the correlations among metacognitive experiences were consistent with the findings of Akama and Yamauchi.
  • Task experience significantly moderated the patterns of metacognitive experience correlations, indicating its role as a key differentiator.

Conclusions:

  • The nature and interrelationships of metacognitive experiences are significantly shaped by the degree of prior task experience.
  • Metacognitive experiences during problem-solving differ depending on whether the task is familiar or novel.
  • This study underscores the importance of considering task familiarity when examining metacognitive processes and their relation to performance.