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Area of Science:

  • Cognitive psychology
  • Neuroscience
  • Metacognition research

Background:

  • Human cognition involves subjective experiences linked to actions, but their nature is unclear.
  • Subjective difficulty is a key experience that warrants investigation into its formation.
  • Understanding subjective experiences is crucial for advancing theories of metacognition and confidence.

Purpose of the Study:

  • To investigate the construction of subjective difficulty by integrating multiple cues.
  • To identify specific variables contributing to the experience of difficulty.
  • To examine the malleability of subjective difficulty judgments through training.

Main Methods:

  • Participants rated task difficulty after trials involving varying levels of response conflict, reaction time, and response repetition.
  • A three-day training procedure was implemented to assess changes in difficulty perception.
  • Statistical analysis identified key predictors of subjective difficulty ratings.

Main Results:

  • Response conflict, reaction time, and response repetition significantly predicted subjective difficulty.
  • Congruent, fast, or repeated trials were perceived as easier than incongruent, slow, or novel trials.
  • Training altered the influence of these variables on subjective difficulty judgments.

Conclusions:

  • Subjective difficulty is a constructed experience, not a direct reflection of performance.
  • The findings support models integrating multiple cues for metacognitive judgments.
  • This study offers insights into the dynamic nature of metacognition and its relation to learning and confidence.