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Retrospective judgments of confidence in a complex span task.

Giovanny Lau1, Chris J A Moulin2, Sophie Portrat2

  • 1Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000, Grenoble, France. giovanny.lau@univ-grenoble-alpes.fr.

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This study shows people can accurately judge their working memory (WM) performance. Metacognitive evaluations of WM tasks mirrored actual recall, even under varying cognitive loads.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Metacognition Research

Background:

  • Metamemory monitoring research has historically focused on long-term memory, with less attention paid to working memory (WM).
  • Understanding metacognition for WM is crucial for a complete picture of memory self-assessment.
  • The role of attentional resources in WM and metacognitive judgments requires further investigation.

Purpose of the Study:

  • To investigate the ability to self-assess working memory operations.
  • To explore how cognitive load, manipulated via the TBRS model, impacts WM performance and metacognitive evaluations.
  • To analyze the relationship between attentional resources, WM, and metacognitive accuracy.

Main Methods:

  • Thirty-four participants completed 16 series of complex span tasks.
  • Confidence ratings were collected using a verbal recall paradigm.
  • Cognitive load was systematically manipulated according to the TBRS model.

Main Results:

  • Working memory recall performance was significantly affected by cognitive load.
  • Standard serial position effects were observed in recall accuracy.
  • Metacognitive evaluations demonstrated a similar pattern to recall performance, indicating accurate self-assessment.

Conclusions:

  • Participants exhibited metacognitive sensitivity, making accurate item-by-item retrospective judgments about their WM performance.
  • These findings suggest that metacognitive access extends to newly formed working memory contents.
  • The study bridges a gap in metacognition research by focusing on working memory self-assessment.