Results for 'Metacognition'

122 found
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  1. Metacognition and Reflection by Interdisciplinary Experts: Insights from Cognitive Science and Philosophy.Machiel Keestra - 2017 - Issues in Interdisciplinary Studies 35:121-169.
    Interdisciplinary understanding requires integration of insights from different perspectives, yet it appears questionable whether disciplinary experts are well prepared for this. Indeed, psychological and cognitive scientific studies suggest that expertise can be disadvantageous because experts are often more biased than non-experts, for example, or fixed on certain approaches, and less flexible in novel situations or situations outside their domain of expertise. An explanation is that experts’ conscious and unconscious cognition and behavior depend upon their learning and acquisition of a set (...)
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  2. A Metacognitive Account of Phenomenal Force.Lu Teng - 2023 - Mind and Language 38 (4):1081-1101.
    According to phenomenal conservatism or dogmatism, perceptual experiences can give us immediate justification for beliefs about the external world in virtue of having a distinctive kind of phenomenal character—namely phenomenal force. I present three cases to show that phenomenal force is neither pervasive among nor exclusive to perceptual experiences. The plausibility of such cases calls out for explanation. I argue that contrary to a long-held assumption, phenomenal force is a separate, non-perceptual state generated by some metacognitive mechanisms that monitor one’s (...)
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  3. Metacognition as Evidence for Evidentialism.Matthew Frise - 2018 - In Kevin McCain (ed.), Believing in Accordance with the Evidence: New Essays on Evidentialism. Springer. pp. 91-107.
    Metacognition is the monitoring and controlling of cognitive processes. I examine the role of metacognition in ‘ordinary retrieval cases’, cases in which it is intuitive that via recollection the subject has a justified belief. Drawing on psychological research on metacognition, I argue that evidentialism has a unique, accurate prediction in each ordinary retrieval case: the subject has evidence for the proposition she justifiedly believes. But, I argue, process reliabilism has no unique, accurate predictions in these cases. I (...)
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  4. Metacognition, Distributed Cognition and Visual Design.David Kirsh - 2004 - Cognition, Education and Communication Technology:147--180.
    Metacognition is associated with planning, monitoring, evaluating and repairing performance Designers of elearning systems can improve the quality of their environments by explicitly structuring the visual and interactive display of learning contexts to facilitate metacognition. Typically page layout, navigational appearance, visual and interactivity design are not viewed as major factors in metacognition. This is because metacognition tends to be interpreted as a process in the head, rather than an interactive one. It is argued here, that cognition (...)
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  5. Metacognitive deficits in categorization tasks in a population with impaired inner speech.Peter Langland-Hassan, Christopher Gauker, Michael J. Richardson, Aimee Deitz & Frank F. Faries - 2017 - Acta Psychologica 181:62-74.
    This study examines the relation of language use to a person’s ability to perform categorization tasks and to assess their own abilities in those categorization tasks. A silent rhyming task was used to confirm that a group of people with post-stroke aphasia (PWA) had corresponding covert language production (or “inner speech”) impairments. The performance of the PWA was then compared to that of age- and education-matched healthy controls on three kinds of categorization tasks and on metacognitive self-assessments of their performance (...)
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  6. A Metacognitive Approach to Memory Markers.Matheus Diesel Werberich - 2020 - Aporia 20:19-30.
    Given both the phenomenological and cognitive similarities between episodic memory and imagination, it’s difficult to say how we can reliably distinguish them at their moment of retrieval. Several memory markers have thus been proposed, which are characteristics that would reliably indicate to the subject that her mental state is an instance of memory. While the question of what exactly constitutes these memory markers is still an issue to be settled, there is also the more general question of whether they can (...)
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  7. Metacognitive feelings, self-ascriptions and metal actions.Santiago Arango-Muñoz - 2014 - Philosophical Inquiries 2 (1):145-162.
    The main aim of this paper is to clarify the relation between epistemic feel- ings, mental action, and self-ascription. Acting mentally and/or thinking about one’s mental states are two possible outcomes of epistemic or metacognitive feelings. Our men- tal actions are often guided by our E-feelings, such as when we check what we just saw based on a feeling of visual uncertainty; but thought about our own perceptual states and capacities can also be triggered by the same E-feelings. The first (...)
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  8. Metacognitive control in single- vs. dual-process theory.Aliya R. Dewey - 2023 - Thinking and Reasoning 29 (2):177-212.
    Recent work in cognitive modelling has found that most of the data that has been cited as evidence for the dual-process theory (DPT) of reasoning is best explained by non-linear, “monotonic” one-process models (Stephens et al., 2018, 2019). In this paper, I consider an important caveat of this research: it uses models that are committed to unrealistic assumptions about how effectively task conditions can isolate Type-1 and Type-2 reasoning. To avoid this caveat, I develop a coordinated theoretical, experimental, and modelling (...)
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  9. A metacognitive model of the feeling of agency over bodily actions.Glenn Carruthers - forthcoming - Psychology of Consciousness: Theory, Research and Practice.
    I offer a new metacognitive account of the feeling of agency over bodily actions. On this model the feeling of agency is the metacognitive monitoring of two cues: i) smoothness of action: done via monitoring the output of the comparison between actual and predicted sensory consequences of action and ii) action outcome: done via monitoring the outcome of action and its success relative to a prior intention. Previous research has shown that the comparator model offers a powerful explanation of the (...)
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  10. Metacognition and the puzzle of alethic memory.André Sant'Anna - 2024 - Philosophy and the Mind Sciences 5.
    Alethism is the view that successful remembering only requires an accurate representation of a past event. It opposes the truth-and-authenticity view, according to which successful remembering requires both an accurate representation of a past event and an accurate representation of a past experience of that event. Alethism is able to handle problematic cases faced by the truth-and-authenticity view, but it faces an important challenge of its own: If successful remembering only requires accurately representing past events, then how is it possible (...)
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  11. Metacognition and Endorsement.Kourken Michaelian - 2012 - Mind and Language 27 (3):284-307.
    Real agents rely, when forming their beliefs, on imperfect informational sources (sources which deliver, even under normal conditions of operation, both accurate and inaccurate information). They therefore face the ‘endorsement problem’: how can beliefs produced by endorsing information received from imperfect sources be formed in an epistemically acceptable manner? Focussing on the case of episodic memory and drawing on empirical work on metamemory, this article argues that metacognition likely plays a crucial role in explaining how agents solve the endorsement (...)
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  12. Metacognitive Development and Conceptual Change in Children.Joulia Smortchkova & Nicholas Shea - 2020 - Review of Philosophy and Psychology 11 (4):745-763.
    There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young (...)
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  13. Metacognitive Inquiry via Reflective Tasking Methodology.Julius R. Garzon - 2023 - International Journal of Research and Innovation in Social Science (IJRISS) 7 (11):1737-1744.
    Combining inquiry and metacognition helps strengthen mathematical learning. This study examines how metacognitive mathematical inquiry can be modeled using reflective tasking approach. Quasi-experimental design was employed in two comparable groups of Grade 9 students of Ibarra National High School, Maasin City, Philippines during the academic year 2021-2022. Lesson guides on reflective task assessments anchored on metacognitive and inquiry-based learning theories, inquiry rubric scales and modified state metacognitive inventory served as data collection instruments. Results of t-test analysis revealed significant difference (...)
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  14. Metacognitive Strategy Knowledge Use through Mathematical Problem Solving amongst Pre-service Teachers.Melanie Gurat & Cesar Medula Jr - 2016 - American Journal of Educational Research 4 (2):170-189.
    Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated and (...)
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  15. A Metacognitive Approach to Trust and a Case Study: Artificial Agency.Ioan Muntean - 2019 - Computer Ethics - Philosophical Enquiry (CEPE) Proceedings.
    Trust is defined as a belief of a human H (‘the trustor’) about the ability of an agent A (the ‘trustee’) to perform future action(s). We adopt here dispositionalism and internalism about trust: H trusts A iff A has some internal dispositions as competences. The dispositional competences of A are high-level metacognitive requirements, in the line of a naturalized virtue epistemology. (Sosa, Carter) We advance a Bayesian model of two (i) confidence in the decision and (ii) model uncertainty. To trust (...)
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  16. (Social) Metacognition and (Self-)Trust.Kourken Michaelian - 2012 - Review of Philosophy and Psychology 3 (4):481-514.
    What entitles you to rely on information received from others? What entitles you to rely on information retrieved from your own memory? Intuitively, you are entitled simply to trust yourself, while you should monitor others for signs of untrustworthiness. This article makes a case for inverting the intuitive view, arguing that metacognitive monitoring of oneself is fundamental to the reliability of memory, while monitoring of others does not play a significant role in ensuring the reliability of testimony.
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  17. Inner Speech and Metacognition: In Search of a Connection.Peter Langland-Hassan - 2014 - Mind and Language 29 (5):511-533.
    Many theorists claim that inner speech is importantly linked to human metacognition (thinking about one's own thinking). However, their proposals all rely upon unworkable conceptions of the content and structure of inner speech episodes. The core problem is that they require inner speech episodes to have both auditory-phonological contents and propositional/semantic content. Difficulties for the views emerge when we look closely at how such contents might be integrated into one or more states or processes. The result is that, if (...)
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  18. teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom.Emma Worley & Peter Worley - 2019 - Childhood and Philosophy 15:01-34.
    Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is (...)
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  19. Metacognition as an Epistemic Virtue.Jerry Green - 2019 - Southwest Philosophy Review 35 (1):117-129.
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  20. The developmental origin of metacognition.Ingar Brinck & Rikard Liljenfors - 2013 - Infant and Child Development 22:85-101.
    We explain metacognition as a management of cognitive resources that does not necessitate algorithmic strategies or metarepresentation. When pragmatic, world-directed actions cannot reduce the distance to the goal, agents engage in epistemic action directed at cognition. Such actions often are physical and involve other people, and so are open to observation. Taking a dynamic systems approach to development, we suggest that implicit and perceptual metacognition emerges from dyadic reciprocal interaction. Early intersubjectivity allows infants to internalize and construct rudimentary (...)
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  21. Inner Speech and Metacognition: a defense of the commitment-based approach.Víctor Fernández Castro - 2019 - Logos and Episteme: An International Journal of Epistemology (3):245-261.
    A widespread view in philosophy claims that inner speech is closely tied to human metacognitive capacities. This so-called format view of inner speech considers that talking to oneself allows humans to gain access to their own mental states by forming metarepresentation states through the rehearsal of inner utterances (section 2). The aim of this paper is to present two problems to this view (section 3) and offer an alternative view to the connection between inner speech and metacognition (section 4). (...)
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    Skilled Action and Metacognitive Control.Myrto Mylopoulos - 2023 - In Paul Henne & Samuel Murray (eds.), Experimental Advances in Philosophy of Action. New York, NY: Bloomsbury.
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  23. Domain-general and Domain-specific Patterns of Activity Support Metacognition in Human Prefrontal Cortex.Jorge Morales, Hakwan Lau & Stephen M. Fleming - 2018 - The Journal of Neuroscience 38 (14):3534-3546.
    Metacognition is the capacity to evaluate the success of one's own cognitive processes in various domains; for example, memory and perception. It remains controversial whether metacognition relies on a domain-general resource that is applied to different tasks or if self-evaluative processes are domain specific. Here, we investigated this issue directly by examining the neural substrates engaged when metacognitive judgments were made by human participants of both sexes during perceptual and memory tasks matched for stimulus and performance characteristics. By (...)
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  24. Teachers’ Viewpoint of Metacognitive Strategy Instruction in Listening during Remote Teaching in Oman: Challenges and Strategies.Surya Subrahmanyam Vellanki, Saadat Mond, Zahid Kamran Khan & Lekha Gopalakrishnan Nair - 2022 - International Journal of Learning, Teaching and Educational Research 21 (7):82-106.
    Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it seeks out (...)
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  25. The Meanings of Metacognition.Jennifer Nagel - 2014 - Philosophy and Phenomenological Research 89 (3):710-718.
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  26. Thinking Beyond Thinking: Junior High School Students’ Metacognitive Awareness and Conceptual Understanding of Integers.Janina C. Sercenia, Edwin Ibañez & Jupeth Pentang - 2023 - Mathematics Teaching-Research Journal 15 (1):4-24.
    The potential benefits of cognitive skills in enhancing mathematics ability have been claimed by numerous researchers. Since mathematics requires a complete understanding and grasp of abstract concepts, it is essential to explore how learning with metacognitive skills affects mathematics learning. Thus, the study investigates the students' metacognitive awareness and conceptual understanding of integers. A descriptive-correlational method approach was utilized, and it was carried out on 303 seventh-grade students. The data were obtained using a metacognitive awareness inventory and achievement test on (...)
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  27. Reading Philosophy with Background Knowledge and Metacognition.David W. Concepción - 2004 - Teaching Philosophy 27 (4):351-368.
    This paper argues that explicit reading instruction should be part of lower level undergraduate philosophy courses. Specifically, the paper makes the claim that it is necessary to provide the student with both the relevant background knowledge about a philosophical work and certain metacognitive skills (e.g. their ability to reflect on the learning process) that enrich the reading process and their ability to organize the content of a philosophical text with other aspects of knowledge. A “How to Read Philosophy” handout and (...)
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  28. The effect of teacher- and peer-assisted evaluative mediation on EFL learners’ metacognitive awareness development.Enayat A. Shabani - 2020 - Englisia: Journal of Language, Education, and Humanities 8 (1):58-78.
    Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition. This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a (...)
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  29. Rethinking Thinking About Thinking: Against a Pedagogical Imperative to Cultivate Metacognitive Skills.Lauren R. Alpert - 2021 - Dissertation, City College of New York (Cuny)
    In summaries of “best practices” for pedagogy, one typically encounters enthusiastic advocacy for metacognition. Some researchers assert that the body of evidence supplied by decades of education studies indicates a clear pedagogical imperative: that if one wants their students to learn well, one must implement teaching practices that cultivate students’ metacognitive skills. -/- In this dissertation, I counter that education research does not impose such a mandate upon instructors. We lack sufficient and reliable evidence from studies that use the (...)
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  30. Getting It Together: Psychological Unity and Deflationary Accounts of Animal Metacognition.Gary Comstock & William A. Bauer - 2018 - Acta Analytica 33 (4):431-451.
    Experimenters claim some nonhuman mammals have metacognition. If correct, the results indicate some animal minds are more complex than ordinarily presumed. However, some philosophers argue for a deflationary reading of metacognition experiments, suggesting that the results can be explained in first-order terms. We agree with the deflationary interpretation of the data but we argue that the metacognition research forces the need to recognize a heretofore underappreciated feature in the theory of animal minds, which we call Unity. The (...)
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  31. Are noetic feelings embodied? The case for embodied metacognition.John Dorsch - 2023 - Philosophical Psychology 1:1-23.
    One routinely undergoes a noetic feeling (also called “metacognitive feeling” or “epistemic feeling”), the so-called “feeling of knowing”, whenever trying to recall a person’s name. One feels the name is known despite being unable to recall it. Other experiences also fall under this category, e.g., the tip-of-the-tongue experience, the feeling of confidence. A distinguishing characteristic of noetic feelings is how they are crucially related to the facts we know, so much so that the activation of semantic memory can easily result (...)
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  32. The effect of time pressure on metacognitive control: developmental changes in self‑regulation and efficiency during learning.Gökhan Gönül, Nike Tsalas & Markus Paulus - forthcoming - Metacognition and Learning.
    The effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age groups (10-year-olds, 14-year-olds, and adults, n = 183). Using an established study time allocation paradigm, participants had to study two different sets of picture pairs, in an (...)
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  33. Thinking Fast and Slow in AI: the Role of Metacognition.Marianna Bergamaschi Ganapini - manuscript
    Multiple Authors - please see paper attached. -/- AI systems have seen dramatic advancement in recent years, bringing many applications that pervade our everyday life. However, we are still mostly seeing instances of narrow AI: many of these recent developments are typically focused on a very limited set of competencies and goals, e.g., image interpretation, natural language processing, classification, prediction, and many others. We argue that a better study of the mechanisms that allow humans to have these capabilities can help (...)
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  34. Are forgotten memories literal experiences of absences? Episodic forgetting and metacognitive feelings.Marta Caravà - 2022 - Acta Scientiarum. Human and Social Sciences 43 (3):e61021.
    Are occurrent states of forgetting literal experiences of absences? I situate this question within the debate on mental time travel (MTT) to understand whether these states can be explained as literal experiences of absent episodic memories. To frame my argument, I combine Barkasi and Rosen’s literal approach to MTT with Farennikova’s literal approach to the perception of absences, showing that both are built on the idea that for an experience to be literal it must afford an unmediated contact with the (...)
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  35. Debunking Debunking: Explanationism, Probabilistic Sensitivity, and Why There is No Specifically Metacognitive Debunking Principle.David Bourget & Angela Mendelovici - 2023 - Midwest Studies in Philosophy 47:25-52.
    On explanationist accounts of genealogical debunking, roughly, a belief is debunked when its explanation is not suitably related to its content. We argue that explanationism cannot accommodate cases in which beliefs are explained by factors unrelated to their contents but are nonetheless independently justified. Justification-specific versions of explanationism face an iteration of the problem. The best account of debunking is a probabilistic account according to which subject S’s justification J for their belief that P is debunked when S learns that (...)
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  36. The Philosophy of Metacognition: Mental Agency and Self-Awareness. [REVIEW]Kourken Michaelian - 2015 - Analysis 75 (2):349-351.
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  37.  35
    DLPFC-PPC-cTBS effects on metacognitive awareness.Antonio Martin - 2023 - Cortex 167:41-50.
    Background Neuroimaging and lesion studies suggested that the dorsolateral prefrontal and posterior parietal cortices mediate visual metacognitive awareness. The causal evidence provided by non-invasive brain stimulation, however, is inconsistent. -/- Objective/hypothesis Here we revisit a major figure discrimination experiment adding a new Kanizsa figure task trying to resolve whether bilateral continuous theta-burst transcranial magnetic stimulation (cTBS) over these regions affects perceptual metacognition. Specifically, we tested whether subjective visibility ratings and/or metacognitive efficiency are lower when cTBS is applied to these (...)
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  38. Phenomenal Judgment and the HOT theory: Comments on David Rosenthal’s “Consciousness, Content, and Metacognitive Judgments”. [REVIEW]Katalin Balog - 2000 - Consciousness and Cognition 9 (2):215-219.
    In this commentary I criticize David Rosenthal’s higher order thought theory of consciousness . This is one of the best articulated philosophical accounts of consciousness available. The theory is, roughly, that a mental state is conscious in virtue of there being another mental state, namely, a thought to the effect that one is in the first state. I argue that this account is open to the objection that it makes “HOT-zombies” possible, i.e., creatures that token higher order mental states, but (...)
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  39. Extremists are more confident.Nora Heinzelmann & Viet Tran - 2022 - Erkenntnis.
    Metacognitive mental states are mental states about mental states. For example, I may be uncertain whether my belief is correct. In social discourse, an interlocutor’s metacognitive certainty may constitute evidence about the reliability of their testimony. For example, if a speaker is certain that their belief is correct, then we may take this as evidence in favour of their belief, or its content. This paper argues that, if metacognitive certainty is genuine evidence, then it is disproportionate evidence for extreme beliefs. (...)
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  40. Epistemic Feelings and Epistemic Emotions (Focus Section).Santiago Arango-Muñoz & Kourken Michaelian - 2014 - Philosophical Inquiries.
    Philosophers of mind and epistemologists are increasingly making room in their theories for epistemic emotions (E-emotions) and, drawing on metacognition research in psychology, epistemic – or noetic or metacognitive – feelings (E-feelings). Since philoso- phers have only recently begun to draw on empirical research on E-feelings, in particular, we begin by providing a general characterization of E-feelings (section 1) and reviewing some highlights of relevant research (section 2). We then turn to philosophical work on E-feelings and E-emotions, situating the (...)
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  41. Confidence in Consciousness Research.Matthias Michel - forthcoming - WIREs Cognitive Science:e1628.
    To study (un)conscious perception and test hypotheses about consciousness, researchers need procedures for determining whether subjects consciously perceive stimuli or not. This article is an introduction to a family of procedures called ‘confidence-based procedures’, which consist in interpreting metacognitive indicators as indicators of consciousness. I assess the validity and accuracy of these procedures, and answer a series of common objections to their use in consciousness research. I conclude that confidence-based procedures are valid for assessing consciousness, and, in most cases, accurate (...)
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  42. The Epistemic Insignificance of Phenomenal Force.Lu Teng - forthcoming - Philosophy and Phenomenological Research.
    Does phenomenal force, the distinctive phenomenology attributed to perceptual experience, really form an integral part of the latter? If not, what implications does it have for perceptual justification? In this paper, I first argue for a metacognitive account, according to which phenomenal force constitutes a separate, metacognitive state. This account opens up a previously unexplored path for challenging phenomenal conservatism or dogmatism, which has been a prominent theory of perceptual justification over the past two decades. Moreover, I investigate several alternative (...)
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  43. Remembering as a mental action.Santiago Arango-Munoz & Juan Pablo Bermúdez - 2018 - In Kourken Michaelian, Dorothea Debus & Denis Perrin (eds.), New Directions in the Philosophy of Memory. Routledge. pp. 75-96.
    Many philosophers consider that memory is just a passive information retention and retrieval capacity. Some information and experiences are encoded, stored, and subsequently retrieved in a passive way, without any control or intervention on the subject’s part. In this paper, we will defend an active account of memory according to which remembering is a mental action and not merely a passive mental event. According to the reconstructive account, memory is an imaginative reconstruction of past experience. A key feature of the (...)
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  44. Forgetting.Matthew Frise - 2018 - In Kourken Michaelian, Dorothea Debus & Denis Perrin (eds.), New Directions in the Philosophy of Memory. Routledge. pp. 223-240.
    Forgetting is importantly related to remembering, evidence possession, epistemic virtue, personal identity, and a host of highly-researched memory conditions. In this paper I examine the nature of forgetting. I canvass the viable options for forgetting’s ontological category, type of content, characteristic relation to content, and scale. I distinguish several theories of forgetting in the philosophy and psychology of memory literatures, theories that diverge on these options. The best theories from the literature, I claim, fail two critical tests that I develop (...)
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  45. Unwitting Self‐Awareness?Peter Langland-Hassan - 2014 - Philosophy and Phenomenological Research 89 (3):719-726.
    This is a contribution to a book symposium on Joelle Proust’s The Philosophy of Metacognition: Mental Agency and Self-Awareness (OUP). While there is much to admire in Proust’s book, the legitimacy of her distinction between “procedural” and “analytic” metacognition can be questioned. Doing so may help us better understand the relevance of animal metacognition studies to human self-knowledge.
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  46. The Cultural Evolution of Cultural Evolution.Jonathan Birch & Cecilia Heyes - 2021 - Philosophical Transactions of the Royal Society B: Biological Sciences 376:20200051.
    What makes fast, cumulative cultural evolution work? Where did it come from? Why is it the sole preserve of humans? We set out a self-assembly hypothesis: cultural evolution evolved culturally. We present an evolutionary account that shows this hypothesis to be coherent, plausible, and worthy of further investigation. It has the following steps: (0) in common with other animals, early hominins had significant capacity for social learning; (1) knowledge and skills learned by offspring from their parents began to spread because (...)
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  47. ¿Metacognición en los animales? Los argumentos de Carruthers en contra de los test metacognitivos.Joan Sebastián Mejía-Rendón - 2017 - Versiones 2° 12 (2° época):62-76.
    This paper reconstructs Peter Carruthers’s arguments for criticizing the test focused on the metacognitive capacities of non-humans animals. It is possible to discuss metacognition or there are other mechanisms that being is used by animals in the metacognitive test? This paper offers an overview about the dispute about the metacognitive capacities(metaperception and metamemory) of the animals. The structure of this paper is the following: the first part presents the most relevant arguments that Carruthers offers to discuss and criticize the (...)
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  48. The Inevitability of Aiming for Virtue.Alex Madva - 2019 - In Stacey Goguen & Benjamin Sherman (eds.), Overcoming Epistemic Injustice: Social and Psychological Perspectives. London, UK: Rowman & Littlefield International. pp. 85-100.
    I defend Fricker’s virtue-theoretic proposals for grappling with epistemic injustice, arguing that her account is both empirically oriented and plausible. I agree with Fricker that an integral component of what we ought to do in the face of pervasive epistemic injustice is working to cultivate epistemic habits that aim to consistently neutralize the effects of such prejudices on their credibility estimates. But Fricker does not claim that her specific proposals constitute the only means through which individuals and institutions should combat (...)
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  49.  82
    Assessing the Correlation Between Task-in-duced Involvement Load, Word Learning, and Learner's Regulatory Ability.Chenghai Qin - 2017 - Journal of Human Cognition 1 (2):36-57.
    The present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners' regulatory ability in mediating the effects of task-induced involvement load on word learning. A total of 60 university EFL students were recruited to the study. They first completed a checklist on metacognition and were then assigned to complete three tasks with varying degrees of involvement load followed by a (...)
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  50. Replies to Commentaries.Ingar Brinck - 2013 - Infant and Child Development 22:111-117.
    In our response, we address four themes arising from the commentaries. First, we discuss the distinction between cognition and metacognition and show how to draw it within our framework. Next, we explain how metacognition differs from social cognition. The underlying mechanisms of metacognitive development are then elucidated in terms of interaction patterns. Finally, we consider measures of metacognition and suitable methods for investigating it.
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