Negligence can be a difficult concept for business law students to understand, likely due to faulty schemas and naïve theories formed by their prior experiences. In this article, we describe a metacognitive teaching intervention used in a business law course to potentially overcome students' misconceptions regarding negligence. On average,…

The current study investigated how metacognitive abilities such as Knowledge Confidence (subjective prior knowledge estimate) and Correctness Confidence (appraisal of the likelihood of closing the gap) relate to curiosity, and examined the roles of these metacognitive measures and curiosity in learning. Using a blurred picture paradigm in which…

Previous studies have reported the importance of regulation in collaborative learning. To understand and support students' learning, researchers have identified that regulation in collaboration emerges as a series of contingent activities at individual and social levels, addressing various learning foci in cognitive, motivational, emotional, and…

Humans often have an intuitive sense of whether they made the right decision or not -- our sense of confidence. In studies on metacognitive faculties, confidence is most often assessed explicitly, by asking participants how confident they are in their response being correct. While we can explicitly report our confidence, implicit methods of…

The concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across…

Among cognitive factors that can influence the endorsement of pseudoscientific beliefs, our study focuses on proneness to false memory generation. In this preregistered study, we presented 170 fluent English speakers residing in the USA with a misinformation task aimed at generating false memories. In this task, they first completed an event…

Observational learning enables us to make decisions by watching others' behaviors. The quality of such learning depends on the abilities of those we observe, but also on our beliefs about those abilities. We have previously demonstrated that observers learned better from demonstrators described as high vs. low in ability, regardless of their…

Prospective memory (PM) refers to our ability to remember to complete future actions. One common everyday PM task that requires further attention is our ability to remember to attend scheduled appointments. The present study focused on appointment attendance as a naturalistic time-based PM task and examined metacognitive factors associated with…

The relationship between confidence and accuracy has long been an important and controversial topic within the field of human memory. In a recent review article, Schwartz (2024). "Inferential theories of retrospective confidence." Metacognition & Learning.) competently summarized some of the key empirical findings on this issue and…

This article explores Dewey's understanding of the nature of education through three seminal works written over a 32-year period. In "Democracy and Education" (1916) Dewey developed a concept of education which can be understood through two German words for education, Erziehung and Bildung. Through considering the approach to these…

Prior work suggests that differences in brain morphology and task-evoked neural activity may underlie extraordinary creative achievement. Here, we extend these findings by focusing on resting blood oxygen level-dependent (rsBOLD) functional connectivity differences between eminent creators from diverse fields of expertise and a "smart"…

Metacognition includes the processes that learners use to plan, monitor, and assess their learning and is tied to academic performance and growth-oriented attitudes toward learning. Learning anatomy presents challenges to learners at all levels, and for many, necessitates a change in learning strategies and metacognitive awareness. We sought to…

The purpose of this qualitative study was to explore the components of a profound moment. We provisionally defined a profound moment as an experience that intentionally or unintentionally continues to surface in consciousness, has transformed an individual's fundamental perspectives, and been integrated into an individual's life. Participants who…

The present study aims to deepen our understanding of the relationship between metacognitive awareness and approaches to learning in a multidisciplinary context of higher education using a person-oriented approach. The participants in the present study were 462 third year students of humanities, social sciences and theology. The students filled in…

In this paper, I start from a posthumanist understanding of subjectivity to stress how our ways of relating do not follow from previously formed intentions but emerge in assemblages. The fact that we hold certain theoretical ascriptions does not assure that we will relate in ways that are consistent with them. We might intend to embrace…